<![CDATA[Program Pengabdian ini bertujuan memberdayakan siswa SMAN 2 Makassar melalui pendampingan proyek inovatif kokurikuler untuk memperkuat keterampilan abad 21 serta mendukung pelaksanaan asesmen formatif-sumatif. Permasalahan utama yang dihadapi siswa meliputi keterbatasan dalam memulai dan menstrukturkan proyek, kurangnya kemampuan mengidentifikasi masalah berbasis data, rendahnya konsistensi kolaborasi tim, serta belum optimalnya pemanfaatan umpan balik dalam perbaikan produk. Metode pelaksanaan yaitu: (1) pembekalan melalui orientasi kokurikuler, penyepakatan aturan main, pengenalan alur LK, serta asesmen diagnostik awal untuk memetakan kesiapan peserta; (2) pendampingan praktik melalui pengerjaan LK 1–17 menerapkan pembelajaran mendalam (deep learning) secara bertahap disertai coaching dan asesmen formatif pada setiap LK sebagai dasar pemberian umpan balik; dan (3) monitoring, evaluasi, dan publikasi melalui penilaian sumatif akhir, refleksi individu/ kelompok, pameran/ pitching proyek, serta penyusunan rencana tindak lanjut program. Hasil pelaksanaan menunjukkan peningkatan kemandirian siswa dalam merancang solusi, kualitas kolaborasi, dan kemampuan komunikasi melalui presentasi proyek, yang tercermin dari capaian formatif LK dan skor sumatif akhir dengan dominasi kategori berkembang sesuai harapan hingga sangat berkembang. Program ini menghasilkan luaran berupa modul LK 1–17 yang siap digunakan sekolah, rubrik penilaian formatif–sumatif, serta produk/prototipe dan materi presentasi siswa sebagai bukti capaian pembelajaran dan keberlanjutan kegiatan kokurikuler. Kata kunci : Pengabdian Kepada Masyarakat, Program Kokurikuler, Pembelajaran Mendalam, Keterampilan Abad 21, Asesmen Formatif, Asesmen Sumatif, Inovatif, Proyek, Kolaborasi AbstractThis community service program aims to empower students of SMAN 2 Makassar through mentoring in innovative co-curricular projects to strengthen 21st-century skills and to support the implementation of formative–summative assessment. The main problems faced by students include limited ability to initiate and structure projects, insufficient skills in identifying data-driven problems, low consistency in team collaboration, and suboptimal use of feedback to improve their products. The program method: (1) capacity building through co-curricular orientation, agreement on ground rules, introduction to the LK workflow, and an initial diagnostic assessment to map participants’ readiness; (2) hands-on mentoring through completion of LK 1–17 by gradually applying deep learning, accompanied by coaching and formative assessment for each LK as the basis for providing feedback; and (3) monitoring, evaluation, and dissemination through a final summative assessment, individual/group reflection, a project exhibition/pitching session, and the development of a follow-up action plan for the program. The results indicate increased student independence in designing solutions, improved collaboration quality, and stronger communication skills through project presentations, as reflected in formative LK achievement and final summative scores, predominantly within the categories of “developing as expected” to “highly developed.” The program produced outputs in the form of an LK 1–17 module ready for school use, formative–summative assessment rubrics, and student products/prototypes and presentation materials as evidence of learning achievement and the sustainability of co-curricular activities. Keywords : Community Service Program, Co-Curricular Program, Deep learning (Pedagogical Approach), 21st-Century Skills, Formative Assessment, Summative Assessment, Innovative, Project, Collaboration]]>
