Pelatihan Guru Transformatif dalam Meningkatkan Kualitas Pembelajaran Mendalam
DOI:
https://doi.org/10.70508/6gcnkw34Keywords:
pembelajaran mendalam, guru transformatif, pelatihan aksi-berbasis, praktik reflektif, pembelajaran berpusat siswaAbstract
Pembelajaran mendalam (deep learning) merupakan paradigma pedagogis yang mengutamakan pemahaman konseptual, keterlibatan reflektif, dan transfer pengetahuan dalam konteks autentik. Meskipun sangat relevan untuk era digital, sebagian besar guru di Indonesia masih mengalami kesenjangan antara teori dan praktik implementasi. Pengabdian kepada masyarakat (PKM) ini bertujuan untuk meningkatkan kualitas pembelajaran mendalam melalui pelatihan guru transformatif berbasis pendekatan aksi. Kegiatan melibatkan 45 guru dari 8 sekolah menengah pertama di Jakarta Selatan yang diselenggarakan selama 16 minggu (Maret–Juni 2024). Metode pelaksanaan mencakup lima tahapan: analisis kebutuhan, pelatihan intensif (24 jam), praktik terbimbing di kelas, pendampingan berkelanjutan, dan evaluasi komprehensif. Instrumen evaluasi meliputi pre-test dan post-test pengetahuan pedagogis, observasi kelas, serta refleksi terstruktur. Hasil menunjukkan peningkatan signifikan: skor pengetahuan pedagogis meningkat rata-rata 58,2% (dari 42,8 menjadi 67,9), kepercayaan diri mengajar meningkat 61,5%, dan implementasi praktik pembelajaran berpusat siswa di kelas meningkat 73,8%. Analisis kualitatif mengidentifikasi transformasi mindset guru dari paradigma transmisi konten menuju fasilitasi pembelajaran bermakna, reflektif, dan inklusif. Implikasi praktis mencakup pengembangan kapasitas guru berkelanjutan, perubahan budaya sekolah menuju kolaborasi profesional, dan peningkatan kualitas pembelajaran siswa secara holistik. Artikel ini berkontribusi pada literature pedagogi transformatif dan menawarkan model PKM berbasis tindakan yang dapat direplikasi di konteks pendidikan Indonesia.
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