PENDAMPINGAN GURU SEKOLAH DASAR DALAM MENGINTERNALISASI KEBIJAKAN KOKURIKULER BERBASIS DEEP LEARNING DI PULAU SEBESI - Oki Suprianto; Tomi Efendi; Encep Supriatna; Deni Wardana; Firman Robiansyah (Universitas Muhammadiyah Mataram, 2025)
ABSTRAK Pengabdian ini bertujuan mendampingi guru sekolah dasar dalam menginternalisasi kebijakan kokurikuler berbasis deep learning di SDN Tejang, Pulau Sebesi (Lampung Selatan). Mitra kegiatan adalah SDN Tejang, dengan partisipasi 14 orang guru serta dukungan kepala sekolah. Program berlangsung 3 hari melalui tahapan: (1) koordinasi dan asesmen kebutuhan mitra; (2) persiapan modul dan instrumen; (3) lokakarya konseptual Kurikulum Merdeka dan deep learning; (4) pendampingan individu/kelompok untuk perancangan projek; (5) simulasi pembelajaran; dan (6) forum reflektif guru. Evaluasi menggunakan pre–post angket Likert (konstruk: pemahaman kebijakan, pemahaman deep learning, keterampilan desain projek), observasi partisipatif pada sesi simulasi, telaah artefak (RPP/CP, matriks alignment, rubrik), serta wawancara reflektif singkat. Hasil menunjukkan peningkatan rata-rata skor pemahaman guru terhadap kebijakan kokurikuler dari 3,5 menjadi 4,0, dan persepsi akan pentingnya kokurikuler naik dari 3,8 menjadi 4,2. Pemahaman terhadap konsep deep learning juga meningkat dari 3,6 menjadi 4,3. Sebagian besar guru mulai memahami bahwa deep learning adalah pendekatan resmi dalam Permendikdasmen 13/2025, dan dapat dihubungkan dengan pembelajaran berbasis projek. Selain itu, guru berhasil mengidentifikasi tema projek kontekstual yang relevan dengan kehidupan lokal, seperti pengelolaan sampah pesisir, ekonomi nelayan, dan budaya maritim. Perubahan peran guru juga teramati, dari instruktur menjadi fasilitator reflektif, meskipun sebagian masih menyuarakan tantangan terkait sarana dan keberagaman siswa. Dengan demikian, dapat disimpulkan bahwa model pendampingan holistik ini efektif meningkatkan kompetensi pedagogik guru dan menghasilkan praktik pembelajaran kontekstual yang berkelanjutan. Model ini berpotensi direplikasi di sekolah-sekolah kepulauan lainnya sebagai strategi implementasi Kurikulum Merdeka yang adaptif dan kontekstual. Kata kunci: kokurikuler; deep learning; guru sekolah dasar; Pulau Sebesi; Kurikulum Merdeka. ABSTRACTThis community engagement program aimed to assist elementary school teachers in internalizing the co-curricular policy based on deep learning at SDN Tejang, located on Pulau Sebesi (South Lampung). The partner in this activity was SDN Tejang, involving 14 teachers with the support of the school principal. The program was conducted over three days and consisted of the following stages: (1) initial coordination and needs assessment with the partner school; (2) preparation of modules and instruments; (3) conceptual workshop on the Merdeka Curriculum and deep learning; (4) individual and group mentoring for project planning; (5) project-based learning simulation; and (6) teacher reflection forum. The evaluation employed a pre–post Likert-scale questionnaire (measuring: policy comprehension, understanding of deep learning, and project design skills), participatory observation during simulations, document analysis (lesson plans, alignment matrices, rubrics), and short reflective interviews. The results showed an increase in the average score of teachers’ understanding of co-curricular policy from 3.5 to 4.0, and the perceived importance of co-curricular programs rose from 3.8 to 4.2. Understanding of the deep learning concept also improved from 3.6 to 4.3. Most teachers began to recognize deep learning as an official pedagogical approach stated in Permendikdasmen 13/2025 and were able to link it with project-based learning practices. In addition, teachers successfully identified context-based project themes relevant to local life, such as coastal waste management, fishermen's economy, and maritime culture. A notable shift was observed in teachers’ roles, from mere instructors to reflective facilitators, although some still expressed concerns regarding limited facilities and student diversity. In conclusion, this holistic mentoring model was proven effective in enhancing teachers’ pedagogical competence and in producing sustainable, contextual teaching practices. This model also has strong potential for replication in other island schools as an adaptive and contextual implementation strategy of the Merdeka Curriculum. Keywords: co-curricular; deep learning; elementary school teachers; Pulau Sebesi; Merdeka Curriculum