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All Journal AJAD : Jurnal Pengabdian kepada Masyarakat Jurnal Ilmu Sosial dan Humaniora SAMBARA: Jurnal Pengabdian Kepada Masyarakat
Purba, Ika Damayanti
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Religion Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Electrical & Electronics Engineering Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science

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Penguatan Pemahaman Awal Guru tentang Pendekatan Deep Learning Manalu, Andriono; Silaban, Winarto; Rajagukguk, Tommi Perkasa; Purba, Ika Damayanti
AJAD : Jurnal Pengabdian kepada Masyarakat Vol. 5 No. 2 (2025): AUGUST 2025
Publisher : Divisi Riset, Lembaga Mitra Solusi Teknologi Informasi (L-MSTI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59431/ajad.v5i2.583

Abstract

The Deep Learning method aims to create a learning experience that is not only deeper, but also enjoyable and meaningful for students. Instead of simply memorizing facts, students are encouraged to think critically, reflect on what they learn, and connect new knowledge to their daily lives. This approach highlights three important aspects: Mindful Learning, which helps students become more aware and intentional in their learning; Meaningful Learning, which ensures that lessons are relevant and have a real impact; and Joyful Learning, which brings a sense of happiness and enthusiasm into the classroom. In this community service program, the authors set out to introduce and strengthen teachers’ understanding of Deep Learning. The activities included sharing theories, discussing practical examples from different regions, and inviting teachers to reflect on their own experiences. The program was held at Huta Bayu Private High School in Simalungun Regency. Based on the initial observations, many teachers felt that Deep Learning is not very different from the independent curriculum, or Kurikulum Merdeka, that has already been put into practice at their school. This shows that while the term may sound new, the main ideas behind Deep Learning are already familiar and have begun to take root in everyday teaching.
The Effectiveness of Problem Based Learning Model on Understanding Concepts and Science Process Skills As Implementation Independent Curriculum Manalu, Andriono; Simamora, Aprido; Purba, Ika Damayanti; Sinaga, Novita
Jurnal Ilmu Sosial dan Humaniora Vol. 4 No. 2 (2026): April
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/isihumor.v4i2.1679

Abstract

Learning outcomes in the science subjects emphasize the competencies of conceptual understanding and process skills. Learning outcomes in science, especially physics, are essentially related to how to systematically find out about nature, so that science is not only the mastery of a body of knowledge in the form of facts, concepts, or principles but also a process of discovery through investigation or experimentation. Investigation or experimentation can train students to acquire scientific process skills. In addition to developing scientific process skills, physics learning is expected to encourage students to become active learners and think critically in analyzing and applying concepts to solve problems in everyday life. Related to the above problem, there is a need for a model that orients learning to real problems that can create student involvement in the teaching and learning process to cultivate, develop scientific process skills and foster conceptual understanding in solving students' problems. Getting used to scientific work is expected to foster habits of thinking and acting that reflect students' mastery of scientific knowledge, skills, and attitudes, so that the learning model will automatically result in increased scientific knowledge, skills, and attitudes of students as a result of learning. The characteristics of the model above are in the Problem-Based Learning Model. One characteristic of problem-based learning is that the problems presented are expected to have no single answer or single solution. This provides a very broad opportunity for students to explore their potential. Students have the freedom according to their nature in different or differentiated ways. Differentiated learning is creating a diverse class by providing opportunities to acquire content, process an idea and improve the results of each student, so that students can learn more effectively. By using the Problem Based Learning model integrated with differentiated learning, it is hoped that it can facilitate students in expressing their freedom in learning. The output to be achieved is publication in a SINTA-accredited journal, which can be cited by other researchers
Seminar Dan Workshop Perumusan Kurikulum Berbasis OBE (Outcome Based Education) di Sekolah Tinggi Diakones (STD) HKBP Manalu, Andriono; Simamora, Aprido B.; Purba, Ika Damayanti; Angin, Renita Br. Perangin
SAMBARA: Jurnal Pengabdian Kepada Masyarakat Vol 4 No 2 (2026): Mei
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/sambarapkm.v4i2.1682

Abstract

Penerapan Outcome-Based Education (OBE) di Indonesia telah menjadi tren yang semakin mengemuka, khususnya di tingkat pendidikan tinggi. Dorongan utama untuk adopsi ini datang dari regulasi pemerintah, yaitu Permendikbudristek No. 53 Tahun 2023 tentang Penjaminan Mutu Pendidikan Tinggi. Peraturan ini secara eksplisit menetapkan Capaian Pembelajaran Lulusan (CPL) sebagai tolok ukur utama dalam penjaminan mutu dan akreditasi program studi. Dalam kerangka kebijakan ini, setiap perguruan tinggi dituntut untuk memastikan bahwa seluruh proses pembelajarannya mulai dari perencanaan, pelaksanaan, hingga evaluasi berorientasi pada pencapaian kompetensi yang terukur. Kebutuhan mendesak akan OBE di Indonesia muncul dari tiga faktor utama: tuntutan regulasi dan akreditasi, kesiapan untuk menghadapi kompetisi global, dan keselarasan dengan kebutuhan industri. Dari hasil observasi awal melalui diskusi dengan Ketua Sekolah Tinggi Diakones (STD) HKBP, dijelaskan bahwa STD belum mengimplementasikan kurikulum OBE. Melaui PKM ini diharapkan dapat memberi penguatan pemahaman OBE di STD. Oriontasi dalam pengabdian ini dilaksnakan dengan beberapa tahapan antara lain:Tahap pertama dalam implementasi OBE adalah perancangan kurikulum yang berorientasi pada luaran. Ini dimulai dengan penyusunan Profil Lulusan, yang merupakan deskripsi komprehensif mengenai karakter, sikap, pengetahuan, dan keterampilan yang diharapkan dimiliki oleh lulusan suatu program studi. Langkah selanjutnya adalah merumuskan Capaian Pembelajaran Lulusan (CPL). CPL adalah pernyataan standar kompetensi lulusan yang mencakup sikap, pengetahuan, dan keterampilan sesuai dengan jenjang program studi. CPL memberikan gambaran yang jelas mengenai kompetensi yang akan dicapai oleh lulusan. Kemudian, dilakukan pemetaan CPL ke Mata Kuliah (MK) untuk memastikan bahwa setiap mata kuliah memiliki kontribusi yang jelas dan terukur dalam mencapai tujuan pembelajaran lulusan. Terakhir, Capaian Pembelajaran Mata Kuliah (CPMK) ditetapkan, yang merupakan kompetensi spesifik yang harus dikuasai mahasiswa setelah menyelesaikan mata kuliah tertentu. Capaian luaran penelitian adalah artikel
Co-Authors Angin, Renita Br. Perangin Manalu, Andriono Rajagukguk, Tommi Perkasa Silaban, Winarto Simamora, Aprido Simamora, Aprido B. Sinaga, Novita