PENDAMPINGAN PENGEMBANGAN PERENCANAAN PEMBELAJARAN MENDALAM BAGI GURU SMP - Susanti, Susanti; Dwinata, Alona; Elvi, Mariyanti; Putri, Nurul Hilda Syani; Izzati, Nur; Fera, Mirta (JMM (Jurnal Masyarakat Mandiri), 2026)
Abstrak: Perkembangan IPTEK mengubah paradigma pendidikan menjadi berpusat pada siswa dengan menggunakan pendekatan pembelajaran aktif, partisipatif, dan bermakna yaitu pendekatan pembelajaran mendalam. Namun, berdasarkan observasi awal di salah satu SMP Negeri di kota Tanjungpinang, implementasinya belum terlaksana. Mayoritas guru belum memiliki pemahaman tentang bagaimana merancang perencanaan pembelajaran mendalam yang sesuai. Tujuan pengabdian ini adalah memberikan pendampingan dalam mengembangkan perencanaan pembelajaran mendalam. Kegiatan pendampingan dilakukan kepada guru-guru mata pelajaran yang berjumlah 33 orang. Metode pelaksanaan pengabdian terbagi atas 3 (tiga) tahap yaitu persiapan, pelaksanaan dan evaluasi. Pelaksanaannya berbentuk pendampingan menggunakan metode ceramah, demonstrasi, dan praktik. Evaluasi dilakukan dengan memberikan angket umpan-balik, soal pretest posttest dan angket persepsi diri. Hasil kegiatan menunjukkan peningkatan pemahaman yang signifikan dengan kenaikan rata-rata skor 12,40. Secara keseluruhan 87.9% peserta merasa puas dengan pelaksanaan kegiatan PKM dan >65% peserta merasa mampu mengembangkan perencanaan pembelajaran mendalam untuk praktik pembelajaran di sekolah.Abstract: The development of science and technology has shifted the educational paradigm toward student-centered learning by using an active, participatory, and meaningful learning approach, namely deep learning. However, based on initial observations at one of the public junior high schools in Tanjungpinang, its implementation has not yet been carried out. Most teachers do not understand how to design appropriate deep learning lesson plans. The aim of this community service is to provide guidance in developing deep learning lesson plans. The guidance activities were conducted for 33 subject teachers. The implementation method of the community service is divided into three stages: preparation, execution, and evaluation. It is carried out in the form of guidance using lectures, demonstrations, and practice. Evaluation is conducted through providing feedback questionnaires, pretest and post test questions, and self-perception questionnaires. The results of the activity showed a significant increase in understanding, with an average score improvement of 12.40. Overall, 87.9% of participants were satisfied with the implementation of the PKM activities, and more than 65% of participants felt capable of developing in-depth learning plans for classroom practice in schools.