DEEP LEARNING FOR SOCIAL COMPETENCE: STRATEGI PEMBELAJARAN MENYENANGKAN UNTUK MENINGKATKAN KETERAMPILAN SOSIAL SISWA SEKOLAH DASAR
Keywords:
deep learning, joyful learning, keterampilan sosial, participatory action model, sekolah dasarAbstract
Latar belakang : Kegiatan pengabdian masyarakat, guru tidak hanya diberikan pelatihan teoretis, tetapi juga pendampingan praktik di kelas melalui model coaching, co-teaching, dan refleksi kolaboratif. Dengan cara ini, guru dapat mengembangkan pemahaman yang lebih dalam tentang bagaimana menciptakan pembelajaran yang bermakna sekaligus menyenangkan bagi peserta didik.
Tujuan: Kegiatan pengabdian masyarakat ini bertujuan untuk mendampingi guru sekolah dasar dalam mengimplementasikan pembelajaran deep learning yang berpadu dengan prinsip joyful learning untuk meningkatkan keterampilan sosial siswa abad ke-21. Program dilaksanakan di lima sekolah dasar mitra di Kota Medan dengan melibatkan 20 guru, 5 kepala sekolah, dan 178 siswa.
Metode : Metode pelaksanaan menggunakan Participatory Action Model (PAM) melalui empat tahap siklus: planning, action, observation, dan reflection. Data dikumpulkan melalui observasi partisipatif, angket, wawancara, dan jurnal reflektif guru, kemudian dianalisis secara deskriptif kualitatif dan kuantitatif sederhana.
Hasil : Hasil kegiatan menunjukkan peningkatan signifikan pada pemahaman guru terhadap konsep deep learning (kategori tinggi), penerapan joyful learning (kategori tinggi), keterampilan sosial siswa yang mencakup komunikasi, empati, dan kolaborasi (kategori tinggi), keterlibatan siswa dalam aktivitas pembelajaran (kategori tinggi), dan Refleksi Guru terhadap Praktik Mengajar (kategori sedang). Secara kualitatif, guru menunjukkan perubahan perilaku mengajar yang lebih reflektif, kreatif, dan partisipatif, sedangkan siswa menjadi lebih aktif, komunikatif, dan bertanggung jawab secara sosial. Temuan ini menegaskan bahwa integrasi deep learning dan joyful learning mampu menciptakan lingkungan belajar yang bermakna, humanis, dan berkelanjutan.
Kesimpulan : Pendekatan PAM terbukti efektif dalam mengembangkan kapasitas guru serta menumbuhkan budaya belajar kolaboratif yang berdampak positif terhadap pembentukan karakter sosial siswa.
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