waa

EMPOWERING BIOLOGY MGMP IN MAGELANG CITY IN DESIGNING, IMPLEMENTING, AND EVALUATING DIFFERENTIATED LEARNING BASED ON DEEP LEARNING

Submitted by Ghazi on Wed, 2025-09-24 05:57

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 objectives of the series of activities were to enhance teachers’ understanding of differentiated learning and deep learning, to improve their ability to design, implement, and evaluate differentiated learning based on deep learning. To also build adaptive thinking skills, throughout the process of lesson design and implementation, members of the Biology MGMP of Magelang City were encouraged to be more active and critical through guided groupwork. Each teacher was urged to fully understand and consciously select every aspect of the lesson design relevant to the principles of differentiated learning and deep learning. The involvement of master’s students of Biology Education was expected to create a relaxed atmosphere, allowing teachers to feel comfortable asking questions and sharing opinions related to the lesson design.

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.

First Stage Workshop

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.

Second Stage

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.

 

Third Stage

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.

 

Fourth Stage

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.

English
waa

PEMBERDAYAAN MGMP BIOLOGI KOTA MAGELANG DALAM MERANCANG, MELAKSANAKAN, DAN MENGEVALUASI PEMBELAJARAN BERDIFERENSIASI BERBASIS DEEP LEARNING

Submitted by admin on Wed, 2025-09-10 12:03

Pelatihan Penerapan Model Pembelajaran Berdiferensiasi Berbasis Deep Learning

Tahap Keempat

Pembelajaran berdiferensiasi dinilai masih sangat urgen dilaksanakan dalam pembelajaran biologi di SMA, mengingat masih besarnya variasi kebutuhan belajar siswa. Pendekatan deep learning, yang sedang dirancang pemerintah pusat juga urgen disikapi oleh para guru SMA, mengingat potensi keefektifannya dalam membangun pengalaman belajar dan dimensi output lulusan SMA yang dipandang sesuai dengan perkembangan zaman terkini. Gagasan inovatif untuk pembelajaran ini dipandang sangat penting dilakukan, bahkan menurut para guru biologi, termasuk guru anggota MGMP Biologi Kota Magelang. Namun fakta belum sesuai dengan harapan, masih banyak guru Biologi SMA di Kota Magelang mengaku masih kesulitan untuk mengimplementasikan pembelajaran berdiferensiasi, apalagi pembelajaran dengan pendekatan deep learning tersebut. Hal ini tentu merupakan permasalahan, tidak saja di kalangan anggota MGMP Biologi Kota Magelang, namun para guru biologi SMA di tempat lain, para guru mapel lainnya, dan bahkan menjadi tantangan bagi LPTK yang memiliki tanggung jawab dan komitmen untuk selalu meningkatkan kualitas pendidikan dan pembelajaran di sekolah.

Untuk menjawab tantangan tersebut, tim pengabdian kepada masyarakat (PkM) Departemen Pendidikan Biologi, FMIPA, Universitas Negeri Yogyakarta berinisiatif bekerja sama dengan MGMP Biologi Kota Magelang, untuk berdiskusi, berkolaborasi, dan berlatih merancang, melaksanakan, dan mengevaluasi pembelajaran berdiferensiasi berbasis deep learning. Program yang dijalankan diberi nama “Pelatihan Penerapan Model Pembelajaran Berdiferensiasi Berbasis Deep Learning bagi Guru Biologi Kota Magelang”. Kegiatan telah berlangsung dari Bulan Juli sampai dengan September 2025 dengan melibatkan 25 guru Biologi dari SMA negeri dan swasta se wilayah Kota Magelang. Kegiatan disusun bertahap dengan pertemuan secara luring maupun daring.

Tujuan dari rangkaian kegiatan tersebut adalah peningkatan pemahaman para guru mengenai pembelajaran berdiferensiasi dan deep learning, peningkatan kemampuan untuk merancang pembelajaran berdiferensiasi berbasis deep learning, melaksanakan, dan mengevaluasinya. Guna juga membangun kemampuan berpikir adaptif, selama proses perancangan dan pelaksanaan pembelajaran, para guru anggota MGMP Biologi Kota Magelang diajak lebih aktif dan lebih kritis melalui groupwork terbimbing. Masing-masing guru didorong untuk betul-betul paham dan sadar dalam mampu memilih dan menetapkan setiap aspek dalam rancangan pembelajaran yang relevan dengan prinsip pembelajaran berdiferensian dan deep learning. Pelibatan mahasiswa S2 Pendidikan Biologi dalam kegiatan ini diharapkan mampu membangun suasana santai, para guru tidak canggung untuk bertanya ataupun berpendapat terkait dengan perancangan pembelajaran ini.

Tim PkM terdiri dari 3 dosen yakni Prof. Dr. Paidi, M.Si., Atik Kurniawati, M.Pd., dan Dr. Mualimin, M.Pd.. Mahasiswa S2 Pendidikan Biologi FMIPA UNY yang dilibatkan adalah Shynthya Ratu Shyma, Kurnia Padmawati, dan Nurul Faizah. Para guru Biologi SMA anggota MGMP Kota Magelang yang aktif mengikuti kegiatan PkM 2025 ini ada 20 guru yang berasal dari SMA negeri dan swasta se Kota Magelang. Program ini dirancang untuk memperkuat pemahaman sekaligus keterampilan mereka dalam menerapkan pembelajaran berdiferensiasi berbasis proyek, sesuai semangat Kurikulum Merdeka yang kini mulai diterapkan di sekolah-sekolah.

Rangkaian kegiatan disusun dalam beberapa tahap agar para guru bisa belajar secara runtut, mulai dari pengenalan konsep pembelajaran berdiferensiasi dan deep learning pada mata pelajaran biologi hingga pendampingan praktik implementasi di kelas. Antusiasme peserta terlihat sejak awal, karena kegiatan ini dianggap sangat relevan dengan kebutuhan pembelajaran di sekolah.

Workshop Tahap Pertama

Tahap pertama kegiatan ini, berlangsung pada Rabu, 16 Juli 2025 di SMA Negeri 5 Magelang. Pada sesi ini, para guru mengikuti workshop yang mengupas tuntas tentang penguatan materi Kurikulum Merdeka sekaligus bagaimana strategi pembelajaran berdiferensiasi berbasis deep learning bisa dijalankan di kelas. Diskusi berlangsung hangat. Beberapa guru mengaku baru benar-benar memahami makna “berdiferensiasi berbasis deep learning” setelah mengikuti sesi ini, karena sebelumnya istilah tersebut sering terdengar tetapi belum terbayang penerapannya.

Tahap Kedua

Sepekan kemudian, Rabu, 23 Juli 2025, kegiatan berlanjut pada tahap kedua. Masih bertempat di SMA Negeri 5 Magelang, kali ini peserta dibekali contoh rancangan pembelajaran berdiferensiasi berbasis deep learning sesuai dengan format Kurikulum Merdeka. Tidak berhenti di teori, mereka langsung diminta mencoba membuat rancangan sendiri dengan topik dan materi yang berbeda. Suasana kelas berubah menjadi bengkel ide. Guru saling menunjukkan rancangan mereka, ada yang membuat proyek berbasis ekosistem lokal, fermentasi, ada pula yang menekankan pada keterampilan praktikum.

 

Tahap Ketiga

Tahap ketiga dilaksanakan pada Rabu, 30 Juli 2025 dan 6 Agustus. Bedanya, sesi ini berlangsung secara daring melalui Zoom Meeting. Fokus kegiatan adalah pendampingan dalam menyusun rancangan pembelajaran yang sudah mulai dirancang pada tahap sebelumnya. Walau dilakukan online, interaksi tetap terasa hidup. Guru-guru saling bertanya, berbagi pengalaman, ide, bahkan memberi masukan pada rancangan rekan mereka. Pendamping juga ikut memberikan catatan agar rancangan lebih tajam dan sesuai dengan prinsip diferensiasi berbasis deep learning.

 

Tahap Keempat

Rabu, 13 Agustus 2025 menjadi momen penting karena kegiatan masuk pada tahap keempat. Kali ini, para guru mendapat kesempatan untuk mencoba langsung menerapkan pembelajaran berdiferensiasi berbasis proyek di sekolah. Bertempat di SMA Negeri 4 Magelang, guru didampingi oleh tim ketika mengimplementasikan rancangan yang sudah dibuat. Beberapa guru mengaku awalnya gugup, namun setelah melihat respon positif dari siswa, rasa percaya diri mereka mulai tumbuh. Ada siswa yang tampak antusias mengerjakan proyek kelompok, ada pula yang lebih berani mengajukan pertanyaan.

 

Meski sudah sampai tahap implementasi, perjalanan program ini belum berakhir. Masih ada tahap evaluasi dan refleksi yang dijadwalkan berlangsung pada akhir September 2025 mendatang. Tahap ini dianggap penting karena menjadi ruang bagi guru untuk menilai kembali pengalaman mereka, mengevaluasi hambatan yang ditemui, sekaligus merumuskan strategi perbaikan agar pembelajaran berdiferensiasi berbasis deep learning ini benar-benar bisa menjadi bagian dari kegiatan mengajar sehari-hari.

Dari seluruh rangkaian ini terlihat jelas bahwa para guru Biologi di Kota Magelang tidak hanya belajar teori, tetapi juga mengalami proses nyata bagaimana sebuah pembelajaran berbasis proyek dijalankan. Harapannya, pengalaman ini bisa membawa dampak positif di kelas, membuat siswa lebih aktif, kreatif, dan terlibat langsung dalam proses belajar. Program ini juga menjadi bukti bahwa guru terus beradaptasi mengikuti perubahan zaman, tidak berhenti belajar, dan selalu berusaha memberikan yang terbaik untuk siswanya.

Indonesian
waa