<![CDATA[This mentorship program addressed gaps in classroom design and formative assessment at SDN 24 Dauh Puri notably, limited capacity to assess depth of student understanding and insufficient application of deep-learning strategies. This program combined in-service and on-service model to integrate theoretical grounding with classroom practice. Activities comprised an introductory session on SOLO Taxonomy and Tri Pramana, collaborative lesson-plan workshops, followed by structured independent classroom trials by 16 teachers,, and an online reflection and evaluation meeting. Evaluation drew on lesson-plan artifacts, teachers’ implementation reports, formative assessment observations, and synthesized teacher testimonials. Results indicate full conceptual uptake among participants (mean understanding 100%), successful production of SOLO-aligned Lesson Plans, and at least two implementations per teacher. Observable impacts included more systematic student reasoning (movement toward relational and extended-abstract levels), enhanced reflective classroom interactions via the Tri Pramana cycle, and improved formative assessment precision through SOLO-based rubrics. The study recommends creating a rubric/item bank, extending practical implementation time, and establishing follow-up collaborative forums to sustain and scale the instructional innovation.]]>
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