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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Innovative: Journal Of Social Science Research Sabangka Abdimas Jurnal Pengabdian Masyarakat Sabangka Jurnal Citra Pendidikan Anak Jurnal Pelita: Jurnal Pembelajaran IPA Terpadu Jurnal Citra Pendidikan Anak
Zulkarnaini, Aissy Putri
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Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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TRANSFORMING ELEMENTARY SCHOOL TEACHERS’ COMPETENCE THROUGH DEEP LEARNING TRAINING IN THE MERDEKA CURRICULUM Wijanarko, Tiok; Reinita; Masniladevi; Mansurdin; Dina Amsari; Leni Zahara; Fitri, Ummiatul; Zulkarnaini, Aissy Putri
Jurnal Pengabdian Masyarakat Sabangka Vol 5 No 02 (2026): Jurnal Pengabdian Masyarakat Sabangka
Publisher : Pusat Studi Ekonomi, Publikasi Ilmiah dan Pengembangan SDM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62668/sabangka.v5i02.2236

Abstract

This community service program supported the implementation of a deep learning approach in the Merdeka Curriculum to develop eight graduate profiles characterized by critical, creative, and adaptive thinking. Many elementary school teachers in Kecamatan V Koto Kampung Dalam, Pariaman City, still lacked a solid understanding of deep learning concepts and implementation strategies, including limited digital literacy, which affected learning quality. The program aimed to strengthen teachers’ competencies in designing and applying deep learning-based instruction aligned with the eight graduate profiles. Participatory Action Research (PAR) was used through stages of problem identification, planning, training, observation, and reflection. Participants were sixth-grade teachers from 31 public elementary schools in the target area. Results showed a significant improvement in teachers’ understanding, indicated by higher post-test scores compared to pre-test scores. In the post-test, 65% of participants achieved perfect scores and the rest obtained very good results. Follow-up mentoring further enhanced teachers’ skills in developing deep learning-based teaching modules. Overall, the training effectively improved teacher professionalism and contributed to better learning quality in elementary schools.
Co-Authors Adrias Adrias Aulia, Fanesa Dina Amsari Inggria Kharisma Kaila, Achmeyta Leni Zahara Lestari, Arnita Mansurdin Masniladevi, Masniladevi Media , Afriza Puti Hariyenza, Tatira Reinita Ridha, Mhd Risda Amini Sabina Sardi Ramadhani Sari , Nomi Citra Septia Ramadani, Azahra Siti Yuni Khairum Tiok Wijanarko Ummiatul Fitri Wahyuni, Dina Yufengky, Jeise