Pelatihan Pembelajaran Mendalam dalam Kurikulum Merdeka bagi Guru Biologi SMA di Kabupaten Sleman

Abstract

The Merdeka Curriculum emphasizes strengthening students’ competencies and character. One relevant approach is deep learning, namely mindful, meaningful, and joyful learning that integrates intellectual, ethical, aesthetic, and kinesthetic development. Senior high school Biology teachers still encounter difficulties in designing learning strategies and assessments aligned with these principles. This community service program aimed to improve teachers’ understanding and skills in designing and implementing deep learning-based Biology instruction through the UARE Excellent model (Understanding, Applying, Reflecting, and Evaluating). The training employed a participatory in-on-in pattern comprising needs identification, conceptual instruction, lesson-material and assessment design, simulations, school-based implementation, reflection, and follow-up planning. The program involved 20 senior high school Biology teachers in Sleman Regency. The mean score of teachers’ responses increased from 2.50 to 4.50 on a 1-5 scale. Participant responses also indicated that most teachers were in the understand or strongly understand categories regarding the content and implementation of the training. The program produced deep learning-based instructional materials, increased teachers’ readiness to apply the UARE Excellent model, and strengthened the teacher learning community.