OPTIMALISASI PERENCANAAN PEMBELAJARAN KURIKULUM MERDEKA MELALUI PENDEKATAN DEEP LEARNING BAGI PENDIDIK DI KECAMATAN GAYUNGAN
DOI:
https://doi.org/10.36456/779kk448Keywords:
Kurikulum Merdeka, pembelajaran mendalam, pendidikan anak usia dini, DAP, perencanaan pembelajaranAbstract
This community service program aimed to strengthen early childhood education teachers’ competence in designing Merdeka Curriculum lesson plans oriented toward deep learning and aligned with Developmentally Appropriate Practice (DAP). The face-to-face program was conducted in Gayungan District, Surabaya, on June 20, 2026, as part of a continuing professional development initiative. A participatory action-oriented design was employed through needs mapping, dialogic concept exploration, modelling of Learning Outcomes analysis, workshops for developing observable learning objectives and teaching modules, peer review, and guided reflection. Evaluation data were derived from facilitator observation notes, group lesson-plan drafts, peer-review records, and participant reflections. Findings indicated improvement in the quality of planning, particularly in: (1) formulating more operational and observable learning objectives; (2) designing mindful, meaningful, and joyful learning experiences; (3) integrating play, local contexts, and open-ended prompts; and (4) applying authentic formative assessment. Follow-up needs included implementation mentoring, stronger assessment documentation, and further adaptation of lesson plans to children’s diverse characteristics. Practice-based workshops with immediate feedback therefore provide a relevant strategy for helping teachers translate curriculum policy into holistic, contextual, and child-centred early childhood lesson planning.
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