Training on the Development of Constructivist-Based Teaching Modules for Educational Practitioners at SMAN 3 Sidoarjo

. Within the framework of the Merdeka Curriculum, educators are directed to guide and teach students in accordance with their characteristics, interests, and talents. The development of the independent learning concept within the Merdeka Curriculum can be directed towards differentiated learning. The method implemented involves providing socialization and training to teachers at SMAN 3 Sidoarjo in the creation of teaching modules with the application of constructive methods. The instrument used as a measure of the success of this community service activity is a post-activity questionnaire consisting of 7 questions. There were 70 participants from SMAN 3 Sidoarjo involved in this community service, which took place at SMAN 3 Sidoarjo. Participants in the community service displayed a positive response (average score of 98.32) regarding participant satisfaction, alignment of participant expectations with the activity, the competence of facilitators and presenters, the effectiveness or responsiveness of facilitators and presenters, and participant interest. The results of this community service can be implemented in the process of creating differentiated teaching modules at SMAN 3 Sidoarjo.


INTRODUCTION
Indonesia has experienced frequent curriculum changes and revisions (Daga, 2021).
These changes have evolved from the previous curriculum structures, such as KTSP and K-13, to the current Merdeka Curriculum introduced by Nadiem Makarim, the Minister of Education, Culture, Research, and Technology.The Merdeka Curriculum represents a revision and improvement of the Curriculum-13.Within the Merdeka Curriculum, educators are directed to guide and teach students according to their individual needs, intellectual levels, backgrounds, talents, interests, and readiness for learning (Marlina, 2023), assessed at the beginning of the learning process.To realize the concept of independent learning within the Merdeka Curriculum, differentiation in teaching is essential (Kurnia Fitra, 2022).Differentiated learning allows students the freedom to explore and deepen their understanding based on their preferences and abilities (Ultra Gusteti, 2022).Differentiated learning also aligns with various aspects of the Merdeka Curriculum, including the Pancasila learner profile (Martanti et al., 2021), which encompasses the moral values of Pancasila education (Wadu et al., 2019).
Changes in the Merdeka Curriculum also influenced the transformation of educational tools, including Lesson Plans (RPP), which now incorporate Teaching Modules.Teaching modules are designed materials that implement the Learning Objectives Flow (ATP) developed through Learning Outcomes (CP), with a focus on the Pancasila learner profile (Setiawan et al., 2022).Teaching modules are a vital replacement for RPPs in the Merdeka Curriculum and play a crucial role in ensuring that the learning process achieves its intended objectives.Therefore, educators must comprehend the concepts of creating teaching modules to maximize the effectiveness and meaningfulness of the teaching process.
Within the teaching modules of the Merdeka Curriculum are included tools, instructions, methods, and guidelines related to systematically designed learning tailored to students' needs, developmental stages, and characteristics.In the Merdeka Curriculum, educators are granted the freedom to choose, develop, and use teaching module formats while adhering to its three essential components: learning objectives, learning activities, and assessment (Hanifah et al., 2023).In other words, during the development of teaching modules, teachers have flexibility in various aspects, guided by the Learning and Assessment Guidelines (Setiawan et al., 2022).The primary goal of teaching module development outlined in the Learning and Assessment Guidelines is to create teaching materials that serve as a guide for educators during the learning process.This aligns with the core principle of the Merdeka Curriculum, which emphasizes the liberation of both educators and students, empowering them to face the era of disruption and fostering independence (Tedjokoesoemo et al., 2020).However, in practice, it has been observed that the curriculum changes and the development of teaching materials, particularly for differentiated learning, pose challenges for many educators (Rindayati et al., 2022).These challenges stem from both external and internal factors.External factors include the continued dominance of teacher and student textbooks and the demand for creative and innovative development of teaching materials.
Internal factors involve educators' limited understanding of the techniques for creating teaching modules (Maulida, 2022) and the changes in the Merdeka Curriculum that emphasize themed principles and procedures, making it difficult for educators to think about integrated teaching material development (Indarwati, 2021).Hence, there is a need for training and the application of constructivist methods to assist educators facing difficulties.
The constructivist method can be applied by providing instruction and training to educators, focusing on specific teachers.The aim is to enhance the potential of these educators through continuous training, seminars, workshops, and teaching to make them more professional in their work and the development of teaching materials, as expected (Barlian et al., 2022).

PROBLEM
The issue at hand is the insufficient understanding among educators when it comes to designing and creating differentiated teaching modules within the Merdeka Curriculum.
In order to address this problem, a community service activity has been organized, focusing on training in the development of differentiated teaching modules based on constructivist methods, with the target audience being the teachers at SMAN 3 Sidoarjo.

METHOD OF IMPLEMENTATION
This training activity is conducted through a combination of online (virtual) and offline (in-person) methods, involving a total of 70 teachers from SMAN 3 Sidoarjo.The approach employed includes socialization and training sessions for the teachers, focusing   The online implementation of these activities has yielded numerous benefits through the optimal utilization of technology and the internet.This approach has ensured uninterrupted connectivity among participants in the community service training, transcending the constraints of physical space and time, enabling engagement from anywhere and at any time.The online format of these activities has streamlined interactions between both presenters and participants, eliminating the need for face-to-face meetings (Maknun et al., 2022).It also elaborated on the components of MCA that learners should possess, including reading literacy and numeracy skills.Reading literacy is defined as the ability of learners to comprehend, implement, and interact with written texts.Numeracy skills refer to the ability to represent events by solving problems and making decisions by utilizing mathematical knowledge.
The final session involved the dissemination of information on the creation of differentiated teaching modules or Lesson Plans (RPP), presented by Nur Candra Eka Setiawan, S.Si., M.Pd.Following the presentation by each speaker, a question-and-answer session was conducted.This Q&A session proceeded smoothly, with enthusiastic participation from the attendees.

C. Training Activities on the Development of Differentiated Teaching Modules as an Implementation Substitute for Lesson Plans among Educational Practitioners in School Education
This training activity was conducted in person (offline) at SMAN 3 Sidoarjo and commenced with a prayer, followed by opening remarks from the activity's chief organizer,   2.
The project implementers are required to engage in coordination with their partners, specifically SMAN 3 Sidoarjo, concerning the adjustment of the community service activity schedule.An evaluation of this community service training activity is deemed necessary in order to assess its strengths and weaknesses in implementation.The measurement tools or indicators employed for gauging the success of the activity include the utilization of surveys.RESULT AND DISCUSSION A. Overview of Activity Implementation The Community Service Activity organized by the Community Service Team from the Department of Chemistry at Universitas Negeri Malang, with the theme "Dissemination and Optimization of Differentiated Teaching Module Development," at SMAN 3 Sidoarjo, has proceeded smoothly and successfully.This community service training activity was conducted in both online (virtual) and offline (physical) modes.The implementation of the training activities as part of community service took place twice, with the first agenda encompassing the socialization of differentiated learning, diagnostic planning, diagnostic questions, summative and formative questions based on Minimum Competence Assessment (MCA), and the creation of differentiated teaching modules or Lesson Plans (RPP).This initial agenda was held on July 13, 2023, from 8:00 AM to 10:10 AM through the Zoom Meeting platform.

Figure 1 .
Figure 1.Implementation of community service activities in an online format The first agenda was carried out systematically, involving preparations related to the requirements for online implementation, including content delivery, event facilitators, operators, and internet connectivity.The second agenda involved training on the development of teaching modules, which took place on July 20th and was conducted in person at SMAN 3 Sidoarjo by lecturers from the Department of Chemistry at Universitas Negeri Malang and undergraduate students majoring in Chemistry Education from the same university.

Figure 2 .
Figure 2. Implementation of community service activities in an offline format Furthermore, the in-person community service training has proven to be beneficial both for the participants and the executing team.The execution team can readily monitor and provide direct guidance to the participants, facilitating a real-time assessment of their understanding.

Figure 3 .
Figure 3. Dissemination on chemistry misconceptions and conceptual errors by Prof. Dr. Hayuni Retno Widarti, M.Si.B. Socialization Activities on differentiated learning, diagnostic planning, diagnostic questions, summative and formative questions based on Minimum Competence Assessment (MCA), and the Development of Differentiated Teaching Modules The community service activity commenced with an opening ceremony and prayer led by the Master of Ceremony.It was followed by a presentation delivered by the first speaker, Prof. Dr. Hayuni Retno Widarti, M.Si., on differentiated learning, as depicted in Prof. Dr. Hayuni Retno Widarti, M.Si.Additionally, Dr. Imam J, S.Pd., M.M., the supervisor of the Chemistry Teachers' Working Group (MGMP Kimia) for SMA (Senior High School) in Sidoarjo Regency, delivered a welcoming address.The event proceeded with a group photo session for documentation purposes.The event consisted of two sessions.The first session involved the presentation of materials, while the second session was a question and answer.The material presentation session lasted for 60 minutes and focused on the creation of differentiated teaching modules as an alternative implementation to Lesson Plans among educational practitioners in school education.Following the material presentation session, a question and answer was conducted, facilitated by the Master of Ceremony.Once all sessions were concluded, the event was closed with a prayer.

Figure 4 .
Figure 4. Group photo from the event.After the training activity concluded, participants were provided with a posttraining questionnaire.The results from this questionnaire were utilized as a quantitative measurement tool to assess the success of the training and determine whether its objectives were achieved or not.The post-training questionnaire results are presented in Table2.

Table 1 .
Community Service Activity Schedule

Table 2 .
Results of the Post-Training Questionnaire on Constructivist Method-Based Teaching Module Development for Educational Practitioners at SMAN 3 Sidoarjo