Pemanfaatan Magic School untuk Pelatihan Peningkatan Kompetensi Guru Sekolah Dasar dalam Merancang Modul Ajar Kurikulum Merdeka berbasis Pendekatan Deep Learning

Radeni Sukma Indra Dewi; Amaliya Islami Nurlaili; Kholidatul Khasanah; Fahrany Wahyu Andini; Navik Khusniah; Kaisra Alfikri Islami; Intan Sari Rufiana; Siti Faizah; Shirly Rizki Kusumaningrum; Megania Herawati

doi:10.29407/ja.v10i1.27264

Authors

Radeni Sukma Indra Dewi Universitas Negeri Malang
Amaliya Islami Nurlaili Universitas Negeri Malang
Kholidatul Khasanah Universitas Negeri Malang
Fahrany Wahyu Andini Universitas Negeri Malang
Navik Khusniah Universitas Negeri Malang
Kaisra Alfikri Islami Universitas Negeri Malang
Intan Sari Rufiana Universitas Negeri Malang
Siti Faizah Universitas Negeri Malang
Shirly Rizki Kusumaningrum Universitas Negeri Malang
Megania Herawati Universitas Negeri Malang

DOI:

https://doi.org/10.29407/ja.v10i1.27264

Keywords:

Magic School, Teaching Module, Deep Learning Approach.

Abstract

The Merdeka Curriculum requires teachers to be able to design innovative, adaptive, and competency-oriented learning experiences for 21st-century students. However, an analysis of needs at KKG Cluster 4 in Tumpang District, Malang Regency, revealed that most teachers still face challenges in developing Merdeka Curriculum teaching modules based on the Deep Learning approach and are not yet accustomed to utilizing Artificial Intelligence (AI) Magic School. To address these issues, a training activity was conducted aimed at enhancing teachers' competencies in utilizing AI Magic School as a supportive tool for designing teaching modules. The implementation methods included preparation stages, training sessions, practical module development exercises, and evaluations. The results of the activity showed an improvement in teachers' understanding and skills in designing teaching modules in accordance with the principles of the Merdeka Curriculum, with outputs including draft teaching modules and activity documentation. Additionally, this training had a positive impact on changing teachers' mindset, making them more open to the use of technology in learning.

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