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All Journal PROSIDING : Seminar Nasional Fisika dan Pendidikan Fisika Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Jurnal Penelitian Pendidikan IPA (JPPIPA) JPF : JURNAL PENDIDIKAN FISIKA Journal of Educational Research and Evaluation UPEJ Unnes Physics Education Journal Jurnal Pengabdian UNDIKMA Inovasi Pendidikan Fisika Journal of Educational Sciences Proceeding Seminar Nasional IPA Journal of Innovative Science Education Indonesian Journal of Science and Education
Elvin Yusliana Ekawati
Prodi Pendidikan Fisika, FKIP, UNS Jl. Ir. Sutami 36 A, Surakarta, Telp/Fax (0271) 648939
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Nursing Physics Public Health Social Sciences Other

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Journal : Jurnal Pengabdian UNDIKMA

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Pelatihan Implementasi Pendekatan Pembelajaran Deep Learning untuk Meningkatkan Kompetensi Pedagogik Guru SD di Kota Surakarta Atmojo, Idam Ragil Widianto; Muzzazinah, Muzzazinah; Ekawati, Elvin Yusliana; Triastuti, Rini; Isnantyo, Fajar Danur; Sukarno, Sukarno; Ramadian, Rizqi Karisma
Jurnal Pengabdian UNDIKMA Vol. 6 No. 1 (2025): February
Publisher : LPPM Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jpu.v6i1.14507

Abstract

This community service activity aims to improve the pedagogical competence of elementary school teachers in Surakarta City through training in implementing the Deep Learning learning approach. Pedagogical competence includes the ability to understand student characteristics, design learning, and integrate technology to create a deep and enjoyable learning experience. The implementation method of this service included counseling, practice, and individual mentoring. The evaluation instruments used were pre-test and post-test which were analyzed descriptively. The results of this service showed that as many as 20 elementary school teachers in Surakarta showed an increase in the pedagogical ability of 45% in designing and implementing deep learning strategies that focus on critical thinking, creativity, and joyful learning. With the implementation of deep learning, especially joyful learning, teachers are able to create a dynamic and meaningful learning atmosphere for students.
Assistance in the Development of Deep Learning–Based Instructional Tools for Junior High School Science Teachers in Pacitan Regency Sarwanto, Sarwanto; Sunarno, Widha; Sukarmin, Sukarmin; Pujayanto, Pujayanto; Ekawati, Elvin Yusliana; Wahyuningsih, Daru; Permatasari, Indhah; Astuti, Linda Dwi
Jurnal Pengabdian UNDIKMA Vol. 7 No. 1 (2026): February
Publisher : LPPM Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jpu.v7i1.17262

Abstract

This community service program aims to support junior high school science teachers across Pacitan Regency in developing instructional tools grounded in deep learning principles. The program adopted a Participatory Action Research (PAR) approach implemented through systematic training and mentoring activities involving 74 science teachers. The activities were organized into two main sessions. The first session focused on enhancing teachers’ conceptual understanding and providing practical guidance in designing deep learning–oriented instructional tools. During this stage, participants developed initial drafts that emphasized higher-order thinking skills, inquiry-based learning strategies, and the integration of digital media. The second session consisted of collaborative evaluation and refinement of the drafts through feedback from facilitators and fellow participants. The evaluation process employed facilitator assessment instruments to examine the alignment of the instructional tools with deep learning principles, along with participant questionnaires to document teachers’ perceptions and learning experiences. Quantitative data obtained from the questionnaires were analyzed using descriptive statistics, while qualitative feedback from facilitators and participants was examined to support the interpretation of the findings. As a result, each participant produced a finalized deep learning–based instructional tool tailored to the specific needs of their classroom context. The findings indicate that 95.67% of participants rated the program as very good, and 93.4% reported an increased understanding of deep learning concepts. To ensure the sustainability of the program outcomes, all finalized instructional tools will be compiled into a single volume and submitted for ISBN registration. Overall, this initiative enhanced teachers’ pedagogical and technological competencies and provides a replicable model of professional development for other science education contexts.
Co-Authors Agung Prastyo, Agung Anantyas Kusuma Dewi, Anantyas Kusuma Daru Wahyuningsih Fauzi Ahmad Muda Fithriyah, Hanun Hanun Fithriyah Hasna, Laeli Fauziyah Husnadi, Muhtar Idam Ragil Widianto Atmojo Indhah Permatasari Isnantyo, Fajar Danur July Trianita Widya Rahayu Linda Dwi Astuti Lita Rahmasari M. Sukarno Mayasyafira, Septica Devita Muzzazinah Muzzazinah Novita, Vernanda Dela Nugraini, Novita Dwi Oktaberliana, Dyah Wahyu Pujayanto Pujayanto Rahmawati, Alma Dias Ramadian, Rizqi Karisma Rini Budiharti Rini Triastuti, Rini Sabrilla Almas Azzahra Saputro, Erwin Sarwanto Sarwanto Sri Budiawanti Sukarmin Widha Sunarno Zahroh, Shofi Hikmatuz