Pelatihan Layanan Bimbingan Konseling Terintegrasi Pendekatan Deep Learning untuk Meningkatkan Kualitas Pembelajaran Holistik di Sekolah Dasar

Ndaru Mukti Oktaviani; Yani Fitriyani; Myrna Apriany Lestari; Ulfah Nazwa  Yusriyyah

doi:10.30640/abdimas45.v5i2.7994

Authors

Ndaru Mukti Oktaviani Universitas Kuningan
Yani Fitriyani Universitas Kuningan
Myrna Apriany Lestari Universitas Kuningan
Ulfah Nazwa Yusriyyah Universitas Kuningan

DOI:

https://doi.org/10.30640/abdimas45.v5i2.7994

Keywords:

Community Service, Deep Learning, Elementary School Teachers, Guidance and Counseling, Holistic Learning

Abstract

Elementary schools play a strategic role in shaping students' cognitive, social, emotional, and character development. However, guidance and counseling (BK) services in many elementary schools remain suboptimal due to the absence of dedicated counseling teachers, leaving psychological support and learning-needs mapping unsystematic. This community service program aims to improve elementary school teachers' understanding and skills in implementing guidance and counseling services integrated with the Deep Learning approach to support more holistic learning. The program was implemented at three elementary schools in Garawangi Sub-district, Kuningan Regency, involving 30 homeroom teachers through five stages: socialization, training, practice application, mentoring and evaluation, and program sustainability. Participant attendance reached 96.7%. Pretest-posttest results showed an increase in the average score from 61.1 to 85.0, with an N-Gain of 0.62 (moderate category), while the participant satisfaction evaluation reached an average score of 4.77 out of 5 (very enthusiastic category). Teachers also demonstrated the ability to apply integrated guidance-counseling and Deep Learning services in the lesson plans they produced, including learning objectives, reflective activities, socio-emotional observation sheets, and formative assessments. These results indicate that practice-based training effectively and measurably improves teacher competence and has the potential to be replicated in other elementary schools.

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