Training on the Implementation of Differentiated Learning Model Based on Deep Learning

Differentiated learning is still considered highly urgent to implement in biology teaching at the senior high school level, given the wide variety of students’ learning needs. The deep learning approach, which is currently being developed by the central government, is also urgent to be addressed by high school teachers, considering its potential effectiveness in building learning experiences and producing graduate outcomes aligned with current global developments. Innovative ideas for such learning are regarded as very important, including by biology teachers who are members of the Biology MGMP (Subject Teacher Forum) of Magelang City. However, facts do not always meet expectations—many high school biology teachers in Magelang City admit that they still find it difficult to implement differentiated learning, let alone learning with a deep learning approach. This is certainly a challenge not only for members of the Biology MGMP in Magelang, but also for other biology teachers, teachers of other subjects, and even for LPTKs (teacher training institutions) which carry the responsibility and commitment to continuously improve the quality of education and learning in schools.

To address this challenge, the community service (PkM) team from the Department of Biology Education, FMIPA, Yogyakarta State University took the initiative to collaborate with the Biology MGMP of Magelang City to discuss, collaborate, and practice designing, implementing, and evaluating differentiated learning based on deep learning. The program was entitled “Training on the Implementation of Differentiated Learning Model Based on Deep Learning for Biology Teachers of Magelang City.” The activities took place from July to September 2025, involving 25 biology teachers from both public and private senior high schools in Magelang City. The program was carried out in stages through both offline and online meetings.

The PkM team consisted of three lecturers: Prof. Dr. Paidi, M.Si., Atik Kurniawati, M.Pd., and Dr. Mualimin, M.Pd.. The participating master’s students from Biology Education FMIPA UNY were Shynthya Ratu Shyma, Kurnia Padmawati, and Nurul Faizah. Twenty active biology teachers, members of the Magelang City MGMP, joined the 2025 program, representing both public and private senior high schools. The program was designed to strengthen their understanding and skills in applying differentiated learning based on projects, in line with the spirit of the “Merdeka Curriculum” currently being implemented in schools.

The activities were organized in several stages to ensure that teachers could learn step by step, starting from the introduction of the concepts of differentiated learning and deep learning in biology subjects, up to mentoring during classroom implementation. The participants’ enthusiasm was evident from the beginning, as they considered the program highly relevant to their classroom needs.

The first stage was held on Wednesday, July 16, 2025, at SMA Negeri 5 Magelang. In this session, teachers attended a workshop that thoroughly explored the strengthening of the Merdeka Curriculum material as well as strategies for implementing differentiated learning based on deep learning in the classroom. The discussion was lively. Several teachers admitted that they only truly understood the meaning of “differentiated learning based on deep learning” after attending this session, since previously they often heard the term but could not imagine its application.

A week later, on Wednesday, July 23, 2025, the program continued to the second stage. Still held at SMA Negeri 5 Magelang, this time participants were provided with examples of differentiated learning designs based on deep learning aligned with the Merdeka Curriculum format. Beyond theory, they were immediately asked to create their own designs on different topics and materials. The classroom turned into an idea workshop. Teachers shared their lesson designs—some focused on local ecosystem-based projects, fermentation, while others emphasized practical skills.

The third stage took place on Wednesday, July 30, 2025, and August 6. Unlike before, this session was held online via Zoom Meeting. The focus was on mentoring the lesson plans that had been started in the previous stage. Despite being conducted virtually, interaction remained lively. Teachers asked questions, shared experiences and ideas, and even gave feedback on each other’s designs. The mentors also provided notes to sharpen the lesson plans and ensure alignment with the principles of differentiated learning based on deep learning.

Wednesday, August 13, 2025, marked an important moment as the program reached its fourth stage. This time, teachers had the opportunity to directly apply project-based differentiated learning in their classrooms. Held at SMA Negeri 4 Magelang, teachers were accompanied by the team while implementing their prepared lesson designs. Some teachers admitted to feeling nervous at first, but after seeing the positive response from students, their confidence grew. Students appeared enthusiastic in working on group projects, and some became more confident in asking questions.

Although implementation had begun, the program did not end there. An evaluation and reflection stage was still scheduled for the end of September 2025. This stage was considered important as it provided teachers with the opportunity to re-examine their experiences, evaluate obstacles encountered, and formulate strategies for improvement so that differentiated learning based on deep learning could truly become part of everyday teaching practices.

From the entire series of activities, it became clear that biology teachers in Magelang City not only learned theories but also experienced firsthand how project-based learning is conducted. It is hoped that this experience will bring positive impacts in classrooms, making students more active, creative, and directly engaged in the learning process. The program also proves that teachers continue to adapt to the changing times, never stop learning, and always strive to provide the best for their students.