Designing Deep Learning Teaching Modules with AI: Learning Formation Towards Quality Education for All

Abstract

The 21st century education demands a transformation of learning that is not only informative, but also meaningful and contextual. In Parepare City, South Sulawesi, most junior high school math and science teachers and high school biology teachers still face challenges in designing deep learning and utilizing artificial intelligence technology effectively. This community service activity aims to empower these teachers through assistance in designing deep learning-based teaching modules with the support of artificial intelligence technology. The program uses a participatory approach through training, workshops, implementation assistance, and reflective evaluation. The activity was carried out for three months in three partner schools, with a total of 60 teachers as direct beneficiaries. The results showed a significant increase in the understanding of deep learning concepts from 30% to 95%, the use of artificial intelligence in learning from 15% to 80%, as well as the skills of preparing project-based teaching modules and AI from 10% to 90%. Teachers also show a paradigm shift in learning from teacher-centered to student-centered and problem-based. This activity succeeded in forming a collaborative, creative, and adaptive community of teachers. The conclusion of this activity is that hands-on experiential training with a reflective approach can significantly increase teachers' pedagogic and technological capacity. The recommendations of this program include the need for follow-up mentoring, improving the school's digital infrastructure, and replicating the program to other schools with a similar approach.