Guest Lecture Penyusunan Modul Ajar Berbasis Deep Learning Bagi Mahasiswa Calon Guru

Abstract

This community service program was initiated to address the need to strengthen pre-service teachers’ competence in designing instructional modules based on deep learning as preparation for microteaching and the teaching practicum (PLP II). Many students still encounter difficulties in aligning learning objectives, learning activities, and assessment in a coherent and meaningful instructional design. Therefore, this program aimed to enhance students’ competence in developing instructional modules through a guest lecture format integrated with practice and reflective discussion. The activity was conducted in a face-to-face setting using a participatory approach that included a lecture session, interactive discussion, guided practice in designing instructional modules, and collaborative reflection. Data were collected through observation of student participation, oral and written reflections, and activity documentation. The findings at the preparation stage revealed that the needs analysis based on the evaluation of previous microteaching activities indicated that several students had difficulties formulating measurable learning objectives and ensuring alignment between learning activities and assessment. During the implementation stage, students actively participated in discussions and practical sessions and demonstrated a better understanding of deep learning principles by applying them in formulating learning objectives, designing learning activities that promote critical thinking, and developing authentic assessment strategies. In the reflection stage, participants reported a clearer understanding of the importance of coherence and alignment among learning objectives, learning activities, and assessment in instructional design. The success of the program was reflected in students’ active engagement during the training, their improved ability to develop more systematic instructional modules, and the emergence of critical reflections on instructional planning. These findings suggest that guest lectures integrated with practice and reflection can effectively strengthen the pedagogical competence of pre-service teachers in designing more coherent and meaningful learning experiences.