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All Journal DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar COLLASE (Creative of Learning Students Elementary Education) JEES: Journal of Education and Educational Sciences THE PRIME: Journal of Islamic Elementary School
Rizky Arianty
Universitas Pamulang
Education Social Sciences Other

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Transformasi pendidikan abad 21: implementasi deep learning dalam sistem pembelajaran digital di Sekolah Dasar Rizky Arianty; Irma Sofiasyari; Rika Yuliana; Isna Amanaturrakhmah; Nunung Nurjanah
COLLASE (Creative of Learning Students Elementary Education) Vol. 9 No. 1 (2026)
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/collase.v9i1.30605

Abstract

The transformation of education in the 21st century demands the integration of advanced technologies, including Artificial Intelligence (AI), into learning systems. One branch of AI with great potential to revolutionize the way students learn is Deep Learning. This technology enables digital systems to automatically adjust learning materials according to individual needs and abilities, making the learning process more adaptive, personalized, and relevant. In realizing meaningful learning through digital education integrated with the concept of Deep Learning, it is essential to identify the components that must be considered. This study aims to examine the application of Deep Learning in digital learning at elementary schools and its impact on learning effectiveness. Using a descriptive qualitative approach, the study was conducted through literature review and preliminary observations of several AI-based platforms. The findings indicate that Deep Learning plays a significant role in providing interactive learning experiences, assisting teachers in identifying students’ difficulties in real time, and supporting learners with special educational needs. Nevertheless, implementation faces challenges such as limited school infrastructure and low levels of teachers’ digital literacy. Therefore, the successful integration of Deep Learning requires comprehensive support, including teacher training, data protection policies, and investment in technological facilities. Through a holistic approach, Deep Learning can become an essential part of transforming primary education to be more inclusive, sustainable, and responsive to the demands of the digital era.
The Effect of the Project-Based Learning Model in Terms of Learning Styles on the Literacy and Numeracy Skills of Elementary School Students Irma Sofiasyari; Rizky Arianty
JEES: Journal of Education and Educational Sciences Vol. 2 No. 2 (2026): JEES: Journal of Education and Educational Sciences
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/jees.v2i2.324

Abstract

This study aims to determine the effect of the project-based learning model in terms of learning styles on the literacy and numeracy skills of fourth-grade elementary school students in the Jamblang sub-district in 1 cluster, namely SDN 1 Wangunharja, SDN 2 Wangunharja, SDN 1 Sitiwinangun, SDN 2 Sitiwinangun, SDN 3 Sitiwinangun, SDN 1 Bojong Wetan, SDN 2 Bojong Wetan, and SDN 3 Bojong Wetan. This study used a quantitative method with a one-group pretest-posttest design. The sample in this study consisted of all 240 fourth-grade elementary school students. The research instruments consisted of a learning style questionnaire, literacy and numeracy tests with multiple choice questions for the pretest and posttest. Data collection was conducted before and after the implementation of the PjBL learning model. Data analysis included validity, reliability, normality, homogeneity, simple linear regression analysis, and paired sample t-test. The results show that each data point in the variables also meets the assumptions of normality and homogeneity. From the descriptive statistics calculation results, the hypothesis test of simple linear regression analysis and the paired sample t-test show a significant difference between the pretest and posttest scores for students' literacy and numeracy abilities. with the students' literacy ability level at the time of the pretest averaging 42.88 and the posttest score averaging 76.33, and the students' numeracy ability level at the time of the pretest averaging 43.46 and the posttest score averaging 71.21. Based on the hypothesis test, the significance value of each variable was 0.000 (<0.05), so Ho was rejected and Ha was accepted. This shows that the learning model was able to significantly improve students' literacy and numeracy skills. This study contributes novel empirical evidence by integrating Project-Based Learning assisted by e-modules with students’ learning styles in examining literacy and numeracy outcomes simultaneously at the elementary school level, an aspect that remains limited in prior quantitative pre-experimental studies.
THE ROLE OF METACOGNITIVE AWARENESS IN CRITICAL LITERACY LEARNING ON THE READING COMPREHENSION ABILITY OF ELEMENTARY SCHOOL STUDENTS Adnin Mutiara; Fahmie Firmansyah; Fazri Yulianto; Rizky Arianty; Irma Sofiasyari
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 8 No. 2 (2025): VOLUME 8, NUMBER 2, 2025
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/didaktika.v8i2.95666

Abstract

Reading comprehension is a crucial core competency for elementary school students' success, yet many challenges remain in the practice of reading instruction. Learning often focuses on the literal aspect without addressing deeper cognitive aspects, such as critical thinking about texts. Critical literacy, which positions students as active readers, can be a solution in developing reading comprehension skills. This study aims to analyze the role of metacognitive awareness in critical literacy learning on elementary school students' reading comprehension skills. Using a quantitative, explanatory design, this study shows that critical literacy learning positively influences reading comprehension skills. Furthermore, metacognitive awareness plays an important role in mediating this influence, as students with strong metacognitive awareness tend to be better able to understand texts in depth. The analysis results show that critical literacy learning not only improves reading comprehension skills directly but also increases students' awareness of their thinking processes while reading. These findings suggest that a critical literacy approach integrating metacognitive awareness can improve the quality of elementary school students' reading comprehension and have important implications for the development of Indonesian language learning at the elementary level.
Efektifitas Media Pembelajaran Berbasis Website Pada Pembelajaran SKI Terhadap Hasil Belajar di Madrasah Ibtidaiyah Ravi Dwi Ramandhika; Rizky Arianty; Muhammad Iqbal Nashrulloh
The Prime Vol. 1 No. 2 (2025): Desember
Publisher : The Prime is under the provision of the Study Program of Islamic Elementary School Teacher Training (PGMI) of Sekolah Tinggi Ilmu Tarbiyah Aqidah Usymuni Sumenep Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Banyak pembelajaran konvensional semakin kurang diminati oleh siswa, dimana guru hanya menerangkan saja dan siswa mendengarkan, sehingga siswa merasa jenuh dan bosan dalam pembelajaran. Demikian berdampak pada belum tercapainya tujuan pembelajaran. Pemanfaatan teknologi dan komunikasi mempermudah dalam pembelajaran agar berjalan efektif dan efisien. Penelitian berjutuan untuk mendiskripsikan keefektifan penggunaan media pembelajaran berbasis website terhadap hasil belajar siswa pada mata pelajaran sejarah kebudayaan islam (SKI) di Madrasah Ibtidaiyah Negeri 11 Boyolali yang ditinjau dari hasil belajar siswa eksperimen-kontrol dan respon siswa terhadap pembelajaran menggunakan media. Metode penelitian mengacu pada deskriptif kuantitatif eksperiemen desain penelitian non-equivalent control group design. Populasi dalam penelitian ini adalah siswa kelas V, sampel penelitian V A (eksperimen) dan kelas V B (kontrol) dipilih dengan teknik sampling cluster random sampling. Metode pengumpulan data menggunakan metode dokumentasi, test, dan observasi. Hasil penelitian diambil kesimpulan bahwa, pembelajaran sejarah kebudayaan islam (SKI) yang di lakukan secara pembelajaran konvensional kurang efektif dan kurang interaktif, dibandinkan dengan pembelajaran SKI yang menggunakan media pembelajaran berbasis website, siswa lebih antusias mengikuti pembelajaran dan berdampak pada tercapainya tujuan pembelajaran SKI. Maka disarankan guru menggunakan media pembelajaran yang interaktif.
Co-Authors Fahmie Firmansyah Fazri Yulianto Irma Sofiasyari Isna Amanaturrakhmah Muhammad Iqbal Nashrulloh Mutiara, Adnin Nunung Nurjanah Ravi Dwi Ramandhika Rika Yuliana