Evaluasi Deskriptif Pemahaman Guru dan Kualitas Rencana Pembelajaran Mendalam IPAS Setelah PPG Guru Tertentu dengan Kerangka Kirkpatrick
Abstract
Deep learning is a pedagogical approach within Indonesia’s current curriculum framework, rather than a separate curriculum. This single-school, post-program descriptive study reports teachers’ understanding of Deep Learning Plans (Rencana Pembelajaran Mendalam, RPM) for Natural and Social Sciences (IPAS) and the quality of the documents they prepared after participating in PPG Guru Tertentu. Eight teachers completed a 25-item true–false test, and eight RPM documents were scored using a 14-indicator rubric. The Kirkpatrick framework was used only to distinguish domains of evidence: the comprehension test relates to Learning (Level 2), whereas document quality does not itself establish workplace behavior transfer (Level 3) or program results (Level 4). The reported totals were 764/800 points (95.50%) for understanding and 380/448 points (84.82%) for document quality. Both fall within the study’s descriptive “very good” category. However, baseline scores, participant-level results, rubric descriptors, instrument quality evidence, and independent implementation data were unavailable for verification. The findings therefore provide a limited institutional snapshot, not causal evidence of PPG effectiveness. Future evaluations should document instrument quality and observe the use of learning plans in teaching.
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Copyright (c) 2026 Betta Inda Sari, Tiara Ulandari, Warobi, Winda Fadhila Saputri, Saleh Hidayat, Bagas Rasid Sidik
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