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All Journal DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar COLLASE (Creative of Learning Students Elementary Education) Jurnal Cakrawala Pendas JEES: Journal of Education and Educational Sciences Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda)
Irma Sofiasyari
Universitas Pamulang
Education Languange, Linguistic, Communication & Media Mathematics 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 NECESSITY ANALYSIS OF MAJALENGKA WISDOM–BASED TEACHING MATERIALS TO ENHANCE STUDENTS’ CRITICAL THINKING SKILLS Irma Sofiasyari; Luqman Rohmad Maghribi
Jurnal Cakrawala Pendas Vol. 11 No. 4 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i4.15450

Abstract

Critical thinking represents a core skill that students must master to face the challenges of the Industrial Revolution 4.0 era. Teachers foster this skill by developing teaching materials rooted in local wisdom. Learning resources that combine visual elements with cultural values create more meaningful learning experiences. This study investigated the need for Majalengka-based teaching materials to enhance students’ critical thinking. Using a descriptive qualitative method, the researchers conducted interviews and observations with eight teachers and fifth- and sixth-grade students from two elementary schools. The results show an urgent need to design teaching materials grounded in Majalengka local wisdom, since current resources remain generic and do not explicitly target critical thinking or cultural identity. Students require varied and innovative materials that can motivate learning while embedding local values. Incorporating Majalengka wisdom into instructional content strengthens both critical thinking and cultural identity. Future researchers should develop illustrated storytelling materials based on Majalengka local wisdom to advance critical thinking among elementary students.
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.
Illustrated Storybooks for Critical Thinking Development: Designing Innovative Teaching Materials for Contemporary Classrooms Irma Sofiasyari; Rizky Arianty; Galuh Mentari Putri; Trio Erawati Siregar
Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Vol. 9 No. 2 (2026)
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jppguseda.v9i2.43

Abstract

This study aimed to develop an illustrated storybook based on Indonesian local wisdom to support critical-thinking-oriented learning for fourth-grade elementary school students. The study was motivated by the limited availability of contextual teaching materials that integrate local wisdom while promoting students’ reasoning, reflection, and problem-solving skills. A Design and Development Research approach with a product-oriented procedure was employed, consisting of needs analysis, product design, product development, expert review, and product revision. The developed teaching materials were evaluated by experts in subject matter, educational media, elementary education, and local culture. The review focused on content accuracy, visual presentation, language appropriateness, representation of local wisdom, and the alignment of learning activities with critical thinking indicators. The illustrated storybook integrates local history, cultural heritage, community traditions, and everyday life into engaging stories complemented by reflection activities, student worksheets, educational games, and evaluation tasks. The findings indicate that the developed teaching materials are contextually relevant and suitable as supplementary resources for elementary school learning. By connecting curriculum content with students’ sociocultural environments, the storybook provides meaningful learning experiences while fostering critical thinking. This study contributes to the development of culturally responsive teaching materials that promote contextual learning and strengthen the integration of Indonesian local wisdom into elementary education.
Co-Authors Fahmie Firmansyah Fazri Yulianto Galuh Mentari Putri Isna Amanaturrakhmah Luqman Rohmad Maghribi Mutiara, Adnin Nunung Nurjanah Rika Yuliana Rizky Arianty Trio Erawati Siregar