<![CDATA[ABSTRAK Implementasi pembelajaran mendalam di sekolah dasar masih menghadapi kesenjangan antara pemahaman konseptual guru dan penerapannya dalam rancangan, interaksi, asesmen, serta refleksi pembelajaran. Kegiatan ini bertujuan memetakan kebutuhan guru, meningkatkan kemampuan menerjemahkan prinsip pembelajaran mendalam, mengembangkan perangkat dan tugas autentik, mendampingi implementasi, menumbuhkan refleksi berbasis bukti, serta mengidentifikasi perubahan dan keberlanjutan praktik. Evaluasi dilakukan menggunakan pendekatan kualitatif berbasis bukti terhadap 15 guru sekolah dasar melalui diagnosis kebutuhan, analisis perangkat, observasi praktik, portofolio implementasi, jurnal reflektif, wawancara, diskusi kelompok terarah, dan tindak lanjut hari ke-14 serta ke-42. Data dianalisis secara tematik melalui perbandingan perangkat awal dan revisi, triangulasi bukti, serta analisis lintas kasus. Hasil menunjukkan bahwa seluruh peserta menyusun rancangan pembelajaran, 13 guru melaksanakan implementasi, dan 12 menghasilkan portofolio lengkap. Sebanyak 11 perangkat mengalami perubahan substantif, terutama pada tujuan berbasis bukti, tugas autentik, dialog, umpan balik, dan asesmen formatif. Refleksi guru juga bergerak dari deskriptif menuju interpretatif, meskipun kedalamannya belum merata. Program berhasil memfasilitasi perubahan awal pada rancangan dan praktik guru, tetapi keberlanjutannya memerlukan penguatan asesmen formatif, pemerataan partisipasi murid, komunitas belajar, dan dukungan kelembagaan. Kata Kunci: asesmen formatif; pembelajaran mendalam; pengembangan profesional guru ABSTRACT Deep learning pedagogy in primary schools remains constrained by a gap between teachers’ conceptual understanding and its enactment in instructional design, classroom interaction, assessment, and reflection. This program aimed to map teachers’ needs, strengthen their capacity to translate deep learning principles into practice, develop instructional materials and authentic tasks, support classroom implementation, foster evidence-based reflection, and examine change and sustainability. An evidence-based qualitative evaluation involved 15 primary school teachers. Data were collected through needs diagnosis, document analysis, classroom observations, implementation portfolios, reflective journals, interviews, focus group discussions, and follow-ups on days 14 and 42. Thematic analysis included comparisons of initial and revised lesson plans, evidence triangulation, and cross-case analysis. All participants produced lesson plans; 13 implemented them, and 12 completed portfolios. Eleven revised plans showed substantive improvements in evidence-based objectives, authentic tasks, classroom dialogue, feedback, and formative assessment. Teachers’ reflections shifted from descriptive accounts toward interpretive, evidence-based analysis, although unevenly. The program generated initial changes in instructional design and practice, but sustainability requires strengthened formative assessment, equitable student participation, professional learning communities, and institutional support. Keywords: deep learning pedagogy; formative assessment; teacher professional development]]>
