Wiwik Adindan, Siti Nurul Aprida, Tantri Mega Sanjaya, Siti Sarwendah

Pelatihan Deep Learning dalam Kurikulum PAUD untuk Guru Pendidikan Anak Usia Dini

Introduction

Pelatihan deep learning dalam kurikulum paud untuk guru pendidikan anak usia dini. Tingkatkan kompetensi guru PAUD dengan pelatihan Deep Learning. Pelajari konsep, rancang RPPH eksploratif, dan gunakan teknologi inovatif untuk pembelajaran anak usia dini yang bermakna.

Abstract

Pelatihan deep learning dalam Kurikulum PAUD merupakan upaya strategis untuk meningkatkan kompetensi guru dalam menghadirkan pembelajaran yang bermakna, eksploratif, dan sesuai perkembangan anak. Kegiatan pengabdian ini dilaksanakan pada 19 Juli 2025 di Kabupaten Lebak, melibatkan guru PAUD dari berbagai lembaga. Pelatihan mencakup pengenalan konsep deep learning, penyusunan RPPH berbasis eksplorasi, penggunaan teknologi pendukung, serta micro teaching. Metode yang digunakan mencakup pendekatan partisipatif, demonstrasi, simulasi, pendampingan, dan evaluasi. Metode yang digunakan mencakup pendekatan partisipatif, demonstrasi, simulasi, pendampingan, dan evaluasi. Hasil kegiatan menunjukkan peningkatan signifikan pada pemahaman guru mengenai pembelajaran mendalam, kemampuan merancang kegiatan berbasis proyek, serta keterampilan mengelola kelas eksploratif. Peserta juga menunjukkan peningkatan dalam penggunaan media pembelajaran inovatif dan perubahan mindset dari pembelajaran berorientasi hasil menuju proses. Kegiatan ini diharapkan menjadi model berkelanjutan dalam peningkatan mutu guru PAUD di Kabupaten Lebak.

Review

This paper presents a timely and relevant initiative focusing on deep learning training for Early Childhood Education (PAUD) teachers within the PAUD curriculum. The primary objective, as outlined, is to strategically enhance teacher competencies to deliver more meaningful, explorative, and developmentally appropriate learning experiences for young children. The scope of the activity, involving PAUD teachers from various institutions in Lebak Regency, indicates a practical effort to bridge the gap between emerging pedagogical concepts, such as deep learning, and their application in early childhood settings. The topic is particularly pertinent given the increasing emphasis on higher-order thinking and student-centered approaches in education. The training methodology employed appears robust and well-suited for professional development, incorporating participatory approaches, demonstrations, simulations, and ongoing mentoring, culminating in an evaluation of outcomes. The content itself covers essential aspects, from introducing core deep learning concepts to practical application through the development of explorative lesson plans (RPPH), the integration of supporting technologies, and micro-teaching sessions. This comprehensive design suggests an intent to not only impart theoretical knowledge but also to foster practical skills and confidence among the participating teachers, ensuring direct applicability in their classrooms. The reported outcomes of the training are encouraging, demonstrating significant improvements in teachers' understanding of deep learning, their capability to design project-based activities, and their skills in managing explorative classrooms. Crucially, the abstract highlights an observed shift in mindset, moving from a results-oriented approach towards a process-focused one, along with an increased use of innovative learning media. These results underscore the potential impact of such targeted interventions on pedagogical practices. The authors express a hopeful vision for this program to serve as a sustainable model for continuous improvement of PAUD teacher quality in the region, which, if realized, would represent a substantial contribution to early childhood education.

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