Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal COLLASE (Creative of Learning Students Elementary Education) Jendela ASWAJA
Nunung Nurjanah
Institut Pangeran Dharma Kusuma
Education Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
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.
Model Discovery Learning Berorientasi Gaya Belajar dalam Meningkatkan Hasil Belajar IPA Siswa Kelas IV UPTD SDN 2 Segeran Kidul Isna Amanaturrakhmah; Nunung Nurjanah; Rogibah Rogibah
Jurnal Jembatan Efektivitas Ilmu dan Akhlak Ahlussunah Wal Jama'ah Vol 6 No 2 (2025): Juni
Publisher : LPPM UNU CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52188/jeas.v6i2.1388

Abstract

Studi ini menyelidiki penerapan model Discovery Learning yang disesuaikan dengan preferensi gaya belajar siswa untuk mengatasi hasil belajar IPA yang rendah pada siswa kelas IV UPTD SDN 2 Segeran Kidul, di mana 60% siswa belum mencapai Kriteria Ketuntasan Minimal (KKM). Metode Penelitian Tindakan Kelas (PTK), model Kemmis dan McTaggart yang dilaksanakan dalam tiga siklus, digunakan dalam penelitian ini. Data dikumpulkan melalui tes dan observasi, kemudian dianalisis menggunakan model interaktif Miles dan Huberman. Hasil penelitian menunjukkan peningkatan konsisten dalam keterlibatan siswa dan hasil belajar pada setiap siklus. Siswa memberikan respons positif terhadap pembelajaran yang disesuaikan dengan gaya belajar mereka, yang menunjukkan bahwa pendekatan yang dipersonalisasi dapat meningkatkan motivasi dan pencapaian akademik. Studi ini menekankan pentingnya menyesuaikan strategi pembelajaran dengan preferensi gaya belajar siswa dalam kerangka Discovery Learning. Hasil penelitian ini diharapkan dapat memberikan pandangan kepada guru kelas agar dapat membantu siswa mengenali gaya belajar masing-masing dan mengelola pembelajaran dengan memperhatikan gaya belajar siswa.
Co-Authors Amanaturrakhmah, Isna Irma Sofiasyari Isna Amanaturrakhmah Rika Yuliana Rizky Arianty Rogibah Rogibah