Deep Learning Training: Improving Teacher Competence in Implementing the 2024 Merdeka Curriculum

Authors

  • Fauzi Bakri Physics Department, FMIPA, Universitas Negeri Jakarta, Jakarta 13220, Indonesia
  • Wulandari Fitriani Physics Department, FMIPA, Universitas Negeri Jakarta, Jakarta 13220, Indonesia
  • Handjoko Permana Physics Department, FMIPA, Universitas Negeri Jakarta, Jakarta 13220, Indonesia
  • Anisya Dirgahayu Anjani Physics Department, FMIPA, Universitas Negeri Jakarta, Jakarta 13220, Indonesia
  • Vina Dwi Cahyani Physics Department, FMIPA, Universitas Negeri Jakarta, Jakarta 13220, Indonesia

DOI:

https://doi.org/10.58797/teras.0402.06

Keywords:

Merdeka Curriculum, ADDIE, deep learning, teacher competence

Abstract

The transition to a competency-based curriculum requires a paradigm shift for teachers, from mere implementers of material to innovative curriculum developers. However, teacher training is often theoretical and fails to address substantive classroom practice. This study aims to document and analyze the effectiveness of Deep Learning strategy-based training in improving the competence of high school teachers in DKI Jakarta to authentically implement the 2024 Merdeka Curriculum. Using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) instructional design framework, this activity involved 224 teachers in the online phase and up to 33 selected teachers per class in the offline phase. Data were collected through needs surveys, observation of the Learning Objective Flow (ATP) drafts developed by teachers, and pre- and post-tests on pedagogical strategies. The results showed an increase in participants’ knowledge from an average pretest score of 68.5 to an average posttest score of 83.7, with an N-gain of 0.48. The Deep Learning approach significantly improved teachers’ pedagogical literacy, as evidenced by their ability to deconstruct Learning Outcomes (CP) into contextual instructional designs based on deep conceptual understanding. The transformation in mindset is evident in the shift from conventional teaching methods to reflective and inclusive learning strategies. This study concludes that training that emphasizes independent knowledge construction and collaboration is key to bridging the gap between macro curriculum policies and micropedagogical practices in the classroom.

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Published

2025-12-30

How to Cite

Bakri, F., Wulandari Fitriani, Handjoko Permana, Anjani, A. D., & Cahyani, V. D. (2025). Deep Learning Training: Improving Teacher Competence in Implementing the 2024 Merdeka Curriculum. Mitra Teras: Jurnal Terapan Pengabdian Masyarakat, 4(2), 121–128. https://doi.org/10.58797/teras.0402.06

Issue

Vol. 4 No. 2 (2025): Mitra Teras: Jurnal Terapan Pengabdian Masyarakat, Volume 4 Issue 2, December 2025

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Copyright (c) 2025 Fauzi Bakri, Wulandari Fitriani, Handjoko Permana, Anisya Dirgahayu Anjani, Vina Dwi Cahyani

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