Memahami mekanisme berpikir melalui neuro-linguistic programming untuk memperkuat deep learning di sekolah dasar
Abstract
This article addresses the importance of teachers’ understanding of students’ thinking mechanisms as the basis for implementing deep learning in elementary schools. In Garut Regency, Indonesia, many teachers still rely on conventional teaching methods, leading to passive learning and low student engagement. To respond to this challenge, a community service program (PkM) was designed to enhance teachers’ competence through the application of Neuro-Linguistic Programming (NLP). The program employed a hybrid model, including online conceptual sessions on NLP and deep learning as well as offline workshops, collaborative practices, and classroom simulations. Participants consisted of elementary school teachers from various districts in Garut, selected based on their commitment to implementation. Data were collected through pre-test and post-test instruments and perception surveys. The results indicated a significant improvement in teachers’ ability to identify students’ learning modalities, apply NLP techniques and design mindful, meaningful, and joyful learning experiences. Teachers also reported positive perceptions of NLP as a tool to foster inclusivity, motivation, and social-emotional development in classrooms. In conclusion, the program effectively strengthened teachers’ pedagogical competence and demonstrated the potential of NLP as an innovative approach to improve the quality of elementary education in Indonesia.
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Zhou, X. (2023). Language and the mind: how language shapes our thinking.Journal of World Languages.
Alroudhan, H. E. (2018). The effect of neuro-linguistic programming coaching on learning English. International Journal of Applied Linguistics and English Literature, 7(6), 152–159.
Andreas, S., & Faulkner, C. (1996). NLP: The new technology of achievement. New York: William Morrow.
Asanalieva, C. N., & Nasipova, A. A. (2022). Professional competence of a teacher is a set of knowledge, skills and personal qualities. International Journal of Cognitive Research in Science, Engineering and Education, 10(2), 67–73.
Badan Pusat Statistik Kabupaten Garut. (2018). Statistik pendidikan Kabupaten Garut 2018. Garut: BPS.
Bancotovska, S. N. (2015). The attitudes and opinions of teachers to their competences. International Journal of Cognitive Research in Science, Engineering and Education, 3(2), 1–6.
Bibi, S., Hassan, K. H. U., Shah, S., Akmal, F., & Saqib, M. (2024). Exploring the Perceptions of Teachers on the Impact of Professional Development Programs in Enhancing Teaching Quality.Deleted Journal. https://doi.org/10.62345/jads.2024.13.2.27.
Dilts, R. (1990). Changing belief systems with NLP. Cupertino, CA: Meta Publications.
Dinas Pendidikan Kabupaten Garut. (2020). Laporan evaluasi kinerja Dinas Pendidikan Kabupaten Garut 2020. Garut: Disdik Garut.
Direktorat Jenderal Guru dan Tenaga Kependidikan. (2023). Panduan sertifikasi guru. Jakarta: Kemendikbudristek.
Dragovic, T. (2010).Teachers’ professional identity : a study into how teachers in one Slovenian primary school talk about their professional identity and work following participation in NLP-based CPD in comparison with other teachers.
Fullan, M., Quinn, J., & McEachen, J. (2018). Deep learning: Engage the world, change the world. Thousand Oaks, CA: Corwin Press.
Ghasemi, F. (2019).Incorporating Hypnotic Suggestion into Teacher Education Programs. https://doi.org/10.29140/AJAL.V2N3.174.
Ginting, S. A., & Hartati, R. (2023). Neuro-linguistic Programming in the English Classroom: Perceptions and Applications Among Teachers.VELES (Voices of English Language Education Society). https://doi.org/10.29408/veles.v7i2.22549.
Grosu, E. F., Grosu, V. T., Preja, C. A., & Iuliana, B. B. (2014). Neuro-linguistic programming based on the concept of modelling. Procedia - Social and Behavioral Sciences, 141, 12–16.
Guru Inovatif. (2025). Mengenal 3 pilar konsep deep learning dalam pendidikan. Diakses dari https://guruinovatif.id/artikel/mengenal-3-pilar-konsep-deep-learning-dalam-pendidikan
Hedayat, N., Raissi, R., & Asl, S. A. (2020). Neuro-linguistic programming and its implications for English language learners and teachers. Theory and Practice in Language Studies, 10(9), 1141.
Hoplock, L. B., & Lobchuk, M. M. (2020). Are perspective-taking outcomes always positive? Challenges and mitigation strategies.Nursing Forum. https://doi.org/10.1111/NUF.12413.
Konefal, J., & Duncan, R. C. (1998). Social anxiety and training in neurolinguistic programming. Psychological Reports, 82(2), 455–466.
Leat, D. (1993). Competence, teaching, thinking and feeling. Oxford Review of Education, 19(4), 499–511.
McComas, W. F. (2014). Constructivist teaching practices. In The language of science education: An expanded glossary of key terms and concepts (pp. 24–25). Rotterdam: Sense Publishers.
Nicoll-Senft, J. M., & Seider, S. N. (2009). Assessing the impact of the 4MAT teaching model across multiple disciplines in higher education. College Teaching, 58(1), 19–27. .
Nugraha, R. S., Hernawan, A. H., & Mulyadi, D. (2023). Pelatihan neuro-linguistic programming (NLP) untuk peningkatan kompetensi pedagogik guru sekolah dasar. Jurnal Pendidikan IPA Indonesia, 12(3), 501–510.
Nurtazina, M. (2024).The effectiveness of advanced training courses for teachers in field of emotional intelligence. https://doi.org/10.69927/ruiv1291
Pedagogical approaches using Neuro-Linguistic Programming (NLP) Strategies from Perspective of NLP-Trained teachers. (2023). https://doi.org/10.37134/bitara.vol16.2.10.2023.
Pemerintah Kabupaten Garut. (2023). Rencana strategis Dinas Pendidikan Kabupaten Garut 2023–2027. Garut: Pemkab Garut.
Pishghadam, R., Shapoori, M., & Shayesteh, S. (2011). NLP and its Relationship with Teacher Success, Gender, Teaching Experience, and Degree: A Comparative Study.World Journal of English Language. https://doi.org/10.5430/WJEL.V1N2P2.
Pusat Kurikulum dan Perbukuan Kemendikbudristek. (2023). Buku panduan implementasi pembelajaran mendalam (deep learning) di sekolah dasar. Jakarta: Kemendikbudristek.
Seitova, S. M., Kozhasheva, G. O., Gavrilova, Y. N., Tasbolatova, R., Okpebaeva, G. S., Kydyrbaeva, G. T., & Abdykarimova, A. Zh. (2016). Peculiarities of Using Neuro-Linguistic Programming Techniques in Teaching.Journal on Mathematics Education.
Shen, B. C. (2023).Pentingnya komunikasi efektif dalam pengelolaan kelas yang sukses. https://doi.org/10.31219/osf.io/xg6sn.
Tarhini, S., Mañana, M., Ghanem, D., Abbas, N., Ismaiil, L., Awada, S., & Hatem, G. (2023).Unlocking Success: Transforming Primary School Experience with Neuro-Linguistic Programming-Based Interventions in Lebanon. https://doi.org/10.14293/p2199-8442.1.sop-.priyeg.v1.
Tosey, P., & Mathison, J. (2010). Neuro‐linguistic programming as an innovation in education and teaching. Innovations in Education and Teaching International, 47(3), 317–326.
Xin, R. (2009). The Use of Neuro-linguistic Programming (NLP) Technique in the Classroom.Journal of Liupanshui Teachers College.
Xin, R. (2009). The use of neuro-linguistic programming (NLP) technique in the classroom. Journal of Liupanshui Teachers College, 21(4), 87–90.
Zhou, X. (2023). Language and the mind: how language shapes our thinking.Journal of World Languages.
Authors
Riyadi, A. R., Maulida, A. S., Ginting, L. C. B., Sa’ud, U. S., Dwidianti, K., Gifari, M. R. A., Sholihat, N. P., Riyadi, D., & Ridhlah, N. L. (2025). Memahami mekanisme berpikir melalui neuro-linguistic programming untuk memperkuat deep learning di sekolah dasar. KHIDMAH : Jurnal Pengabdian Masyarakat, 5(2), 92–104. https://doi.org/10.55210/khidmah.v5i2.607
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