Sleman, August 2025 - The Faculty of Education, Yogyakarta State University, implemented a Community Service Program (PkM) entitled "Improving Teacher Competence in Implementing Deep Learning" for 25 teachers of SMA Negeri 1 Seyegan, Sleman. This activity was carried out through three stages based on the In-On-In model which combines training, practice and reflection. The activity began with In-1 (Offline Training) on ​​August 12, 2025, followed by the On stage in the form of mentoring and independent assignments for several weeks, and concluded with In-2 (Online Reflection) on September 6, 2025.

The focus of this activity is to strengthen teacher competency in designing and implementing in-depth learning. Through the application of the In–On–In model, teachers are guided to understand the concept, practice learning in class, and then systematically reflect on the results. Led by Agung Purwa Widiyan, S.Pd., M.Ed., Ph.D. this activity is also supported by a team of lecturers and students from the Faculty of Education, UNY, such as: Dr. Yuni Astuti, S.IP., M.Pd., Aris Suharyadi, S.Pd., M.Pd., Prof. Dr. Nurtanio Agus Purwanto, S.Pd., M.Pd., Dr. Endang Sri Budi Herawati, S.E., M.Pd., Dr. Drs. Setya Raharja, M.Pd. Wafiq Farihun Najihah, Hanin Hanifah, Tsalitsa Ummi Isti'a, nah, Tsalitsa Ummi Isti'anah, Pipit Safitri. Throughout the series of activities, teachers demonstrated high levels of activity and enthusiasm, both in offline sessions, online mentoring, and reflection sessions. Teachers actively participated in group discussions, in-depth learning concept training, learning simulations, the development of Lesson Implementation Plans (RPPs), and presentations of the in-depth learning designs they had developed.

The results of the activity showed a positive impact on improving teacher capacity and professionalism. Teachers experienced a complete learning cycle, understanding theory, practicing, and reflecting on the results effectively. Furthermore, there was a paradigm shift in teachers, from a teacher-centered approach to a learner-centered approach. Teachers grew aware that learning is not just about delivering material but also about creating meaning. Teachers were also able to design and implement meaningful learning, integrate digital technology into assessments, and build a reflective culture within the school environment. This activity also resulted in the initiation of a professional learning community for teachers that encourages cross-subject collaboration.