Siprianus Jewarut, Usman Usman, Margaretha Lidya Sumarni, Marianus Dinata Alnija

Pendampingan Penguatan Kompetensi Guru Daerah Perbatasan Berbasis Pembelajaran Berbasis Deep Learning untuk Menjawab Tantangan Keterampilan Abad ke-21

Introduction

Pendampingan penguatan kompetensi guru daerah perbatasan berbasis pembelajaran berbasis deep learning untuk menjawab tantangan keterampilan abad ke-21. Tingkatkan kompetensi guru daerah perbatasan dengan pembelajaran berbasis Deep Learning untuk tantangan keterampilan abad ke-21. Program ini meningkatkan pemahaman & efektivitas 23 guru.

Abstract

This community service program aims to enhance the competencies of teachers in the Indonesia–Malaysia border area through the application of a Deep Learning-based instructional approach to address the challenges of 21st-century skills. The implementation employed the Co-M-F-oR-T method (coaching, mentoring, facilitation, and training), involving 23 teachers in Bengkayang Regency as participants. The evaluation instruments consisted of questionnaires analyzed descriptively. The results of the program indicate an improvement in participants’ understanding by 75% and an 80% effectiveness rate in mentoring activities. These findings demonstrate that the mentoring process was effective and contributed to improving teachers’ knowledge and competencies in developing teaching modules based on the Deep Learning approach.

Review

This community service program addresses a highly relevant and critical area: enhancing teacher competencies in remote, border regions to meet the demands of 21st-century skills, specifically through a Deep Learning-based pedagogical approach. The initiative's focus on teachers in the Indonesia–Malaysia border area is particularly commendable, as these regions often face unique challenges in accessing professional development opportunities. The abstract clearly outlines the program's aim, which is to bridge this gap by equipping educators with advanced instructional strategies, thereby contributing significantly to educational equity and quality in underserved areas. The implementation of the Co-M-F-oR-T method (coaching, mentoring, facilitation, and training) involving 23 teachers in Bengkayang Regency demonstrates a structured and multi-faceted approach to professional development. The reported results, indicating a 75% improvement in participants' understanding and an 80% effectiveness rate in mentoring activities, are encouraging. These figures suggest that the program successfully engaged teachers and positively impacted their immediate comprehension and appreciation of the Deep Learning approach for module development. The commitment to improving teacher knowledge and competencies in such a specialized domain is a notable strength of this program. While the abstract provides a promising overview, a full paper would benefit from greater detail on several aspects. Specifically, the abstract mentions a "Deep Learning-based instructional approach," but it is unclear how this concept was operationalized for *teachers* in terms of specific pedagogies, tools, or content. Further elaboration on the nature of the Deep Learning approach taught (e.g., computational thinking, critical inquiry, global citizenship as opposed to machine learning) would strengthen the article. Additionally, while questionnaires provide valuable immediate feedback, incorporating more robust evaluation instruments, such as pre-post assessments of actual module quality, classroom observations, or qualitative interviews regarding pedagogical shifts, would provide deeper insights into the long-term impact on teaching practices and student learning outcomes. Nonetheless, this program represents a valuable step towards modernizing education in challenging contexts.

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