Participatory Action Training-Based Deep Learning Training for Primary School Teachers in Sleman Regency

Abstrak

Background: The implementation of the Merdeka Curriculum requires primary school teachers to adopt deep learning approaches that emphasize higher-order thinking, reflection, and student-centered learning. However, many teachers still experience limited understanding and practical readiness, resulting in a gap between curriculum policy and classroom practice.

Aims: This community service activity aimed to enhance teachers’ conceptual understanding and pedagogical skills in applying deep learning through a Participatory Action Training framework that integrates theory, simulation, classroom practice, and reflection.

Methods: The program involved 25 primary school teachers from SDN Denggung and SDN 1 Dukuh in Sleman Regency. Activities were conducted through three stages: preparation, training implementation, and follow-up evaluation. Training sessions included interactive lectures, case studies, microteaching simulations, classroom implementation, and reflective discussions. Evaluation was carried out using participant response questionnaires and implementation reflections analyzed descriptively.

Result: The findings indicate strong positive responses from participants, with all teachers acknowledging the relevance of the material to the Merdeka Curriculum. Most participants demonstrated improved capacity to design contextual teaching modules, integrate higher-order thinking skills, and apply authentic assessment strategies. Reflection sessions also revealed shifts toward student-centered and inquiry-based learning practices.

Conclusion: Participatory Action Training effectively strengthened teachers’ readiness to implement deep learning. The approach provides a sustainable and replicable professional development model for enhancing primary education quality under the Merdeka Curriculum framework.