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All Journal Pelita: Jurnal Pengabdian kepada Masyarakat JP3 (Jurnal Pendidikan dan Profesi Pendidik)
Filia Prima Artharina
Universitas Persatuan Guru Republik Indonesia Semarang
Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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IMPLEMENTASI PEMBELAJARAN MATEMATIKA MELALUI PENDEKATAN DEEP LEARNING DI KELAS IV SD NEGERI SAMPANG 1 DEMAK Luki Bahari; Ryky Mandar Sary; Kartinah Kartinah; Filia Prima Artharina; Maskanatul Fiqiyah; Fajar Cahyadi
JP3 (Jurnal Pendidikan dan Profesi Pendidik) Vol. 12 No. 1 (2026): JP3 (Jurnal Pendidikan dan Profesi Pendidik)
Publisher : Lembaga Pengembangan Profesi Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp3.v12i1.642

Abstract

Pembelajaran matematika di sekolah dasar sering kali berfokus pada prosedur rutin dan pencapaian jawaban yang benar, sehingga memberikan ruang yang terbatas bagi siswa untuk mengembangkan kemampuan penalaran dan berpikir reflektif. Akibatnya, banyak siswa memiliki pemahaman konseptual yang kurang mendalam dan partisipasi yang rendah dalam membangun makna pembelajaran. Penelitian ini mengkaji penerapan pendekatan deep learning dalam pembelajaran matematika kelas IV di SD Negeri Sampang 1. Penelitian ini menggunakan desain studi kasus kualitatif dengan pengumpulan data melalui observasi partisipatif, wawancara mendalam dengan guru dan siswa, serta analisis dokumentasi. Analisis data dilakukan secara tematik melalui tahap reduksi data, pengodean, kategorisasi, dan interpretasi tema. Hasil penelitian menunjukkan bahwa praktik deep learning mampu mengubah interaksi pembelajaran di kelas melalui tiga tahap yang saling berkaitan, yaitu penyesuaian, keterlibatan dialogis dan internalisasi reflektif. Praktik tersebut mendorong kesadaran metakognitif dan memperkuat hubungan yang bermakna antara konsep matematika dan pengalaman sehari-hari siswa. Serta menciptakan suasana emosional yang mendukung proses belajar. Meski terdapat kendala berupa keterbatasan waktu dan perbedaan kemampuan siswa, guru menerapkan strategi adaptif seperti aktivitas berdiferensiasi dan kerja kelompok homogen untuk mempertahankan pembelajaran yang kontekstual dan reflektif. Penelitian ini menyimpulkan bahwa pendekatan deep learning dapat diterapkan dalam pembelajaran matematika kelas IV untuk menciptakan pembelajaran yang lebih aktif, reflektif dan bermakna.
Peningkatan Kompetensi Konselor dalam Membangun Karakter dan Kesejahteraan Siswa melalui Pelatihan Pemanfaatan Media Digital Farikha Wahyu Lestari; Eka Sari Setianingsih; Filia Prima Artharina; Latif Anshori Kurniawan
Pelita: Jurnal Pengabdian kepada Masyarakat Vol. 6 No. 3 (2026): Pelita: Jurnal Pengabdian kepada Masyarakat
Publisher : Perkumpulan Kualitama Edukatika Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51651/pjpm.v6i3.593

Abstract

The program "Guidance and Counseling in the Digital Era: Building Student Character and Psychosocial Well-being" was conducted to enhance the capabilities of Guidance and Counseling (BK) teachers in utilizing digital technology. The initiative was driven by several issues: limited use of technology in BK assessments and administration, a lack of engaging psychoeducational media for students, and the need to improve teachers' skills in delivering services and addressing student issues within the digital space. Solutions provided included training and mentoring on cyber-counseling, digital-based student needs assessment, the creation of digital graphic media, and ethics in digital BK services. Participants were trained to use Google Forms for student needs assessments and to utilize various digital media to create BK services that are more engaging and aligned with student characteristics. The activity involved 35 teachers, comprising 20 from senior high schools (SMA), 5 from vocational high schools (SMK), and 10 from Islamic senior high schools (MA). The program consisted of material presentation, discussions, hands-on practice, independent projects, and evaluation. Evaluation results showed that participants' understanding of information technology use in BK assessments rose from 70% to 83%—a 13-percentage-point increase. The activity successfully enhanced the teachers' knowledge and skills in using technology to support services that are more effective, engaging, and data-driven. Targeted outcomes included improved partner competence, the publication of articles in accredited national journals, and media coverage of the activity.
Co-Authors Eka Sari Setianingsih Fajar Cahyadi Farikha Wahyu Lestari Kartinah Kartinah Latif Anshori Kurniawan Luki Bahari Maskanatul Fiqiyah Ryky Mandar Sary