PENGUATAN KOMPETENSI GURU MELALUI LESSON STUDY SEBAGAI UPAYA TRANSFORMASI PEMBELAJARAN - Nirmala, Sri Dewi; Puspitasari, Kristanti Ambar; Puryati, Puryati; Marisa, Riandi; Wahyudi, Heri; Damayanti, Gina; Zulfa, Sufina Siti (JMM (Jurnal Masyarakat Mandiri), 2025)
Abstrak: Guru berperan strategis dalam meningkatkan mutu pendidikan yang tidak tergantikan oleh teknologi. Salah satu kompetensi penting adalah kemampuan menyelenggarakan pembelajaran yang mendidik dan relevan dengan kebutuhan siswa. Pembelajaran berdiferensiasi merupakan pendekatan esensial untuk menjawab keragaman siswa, namun implementasinya masih menghadapi kendala. Kegiatan PkM ini bertujuan mendampingi guru sekolah dasar dalam mengimplementasikan pembelajaran berdiferensiasi melalui lesson study. Kegiatan dilaksanakan pada Maret - Juni 2025 dengan melibatkan 25 guru kelas dan guru mata pelajaran. Pendekatan Participatory Rural Appraisal (PRA) digunakan melalui tiga tahap: perencanaan berbasis analisis kebutuhan, pelaksanaan melalui sosialisasi dan pendampingan, serta evaluasi dan tindak lanjut, berdasarkan tahapan Lesson Study yakni Plan, Do, dan See. Hasil pendampingan menunjukkan 80% guru meningkat pemahamannya mengenai pembelajaran berdiferensiasi, 75% mampu merancang perangkat pembelajaran berdiferensiasi, 70% mampu menerapkan strategi kolaboratif, dan 65% mampu menggunakan asesmen autentik. Lesson study terbukti efektif meningkatkan kompetensi guru, keterampilan refleksi, dan budaya kolaborasi. Kegiatan ini diharapkan menjadi model penguatan kompetensi guru untuk mewujudkan pembelajaran adaptif dan inklusif di sekolah dasar, dengan tindak lanjut pada penguatan diferensiasi yang terintegrasi pembelajaran mendalam.Abstract: Teachers play a strategic role in improving the quality of education that cannot be replaced by technology. One important competency is the ability to organize educational learning that is relevant to students' needs. Differentiated learning is an essential approach to addressing student diversity, but its implementation still faces obstacles. This Community Service Program aims to assist elementary school teachers in implementing differentiated learning through lesson study. The activity was carried out from March to June 2025, involving 25 classroom teachers and subject teachers. The Participatory Rural Appraisal (PRA) approach was used in three stages: needs analysis-based planning, implementation through socialization and mentoring, and evaluation and follow-up, based on the Lesson Study stages of Plan, Do, and See. The results of the assistance showed that 80% of teachers improved their understanding of differentiated learning, 75% were able to design differentiated learning tools, 70% were able to apply collaborative strategies, and 65% were able to use authentic assessments. Lesson study proved to be effective in improving teacher competence, reflection skills, and a culture of collaboration. This activity is expected to become a model for strengthening teacher competencies to realize adaptive and inclusive learning in elementary schools, with follow-up on strengthening integrated differentiation and deep learning.