Strengthening Teacher Competence through Mentoring in the Development of Merdeka Curriculum Teaching Modules Based on Deep Learning and the Love Curriculum at MI Mambaul Huda Ngabar

Abstract

 The transition to the Merdeka Curriculum requires teachers to go beyond mere administrative compliance; they are expected to design learning experiences that are both profound (Deep Learning) and humanistic. However, the reality in the field reveals that teachers at MI Mambaul Huda Ngabar encounter significant challenges in translating high-order cognitive concepts and affective values into concrete instructional planning documents. This community service program aims to strengthen teachers' pedagogical competence through intensive mentoring in the development of Teaching Modules that integrate Deep Learning with a Love Curriculum. The implementation method employed Participatory Action Research (PAR), conducted in three stages: conceptual deconstruction, draft development workshops, and clinical mentoring. This intervention emphasized enabling teachers to structure learning activities that stimulate students' critical reasoning while maintaining an accepting and supportive emotional classroom climate. The results indicated a significant improvement in teachers' skills regarding the design of learning scenarios. The resulting teaching modules no longer adhere rigidly to standard templates; instead, they incorporate deep inquiry strategies wrapped in affirmative narratives and values of compassion. In conclusion, the integration of Deep Learning and the Love Curriculum proved effective in making instructional materials more dynamic, relevant, and impactful, positively influencing both student comfort and the quality of their understanding.