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All Journal SENTRI: Jurnal Riset Ilmiah at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam
Donny Khoirul Azis
Universitas Islam Negeri Prof. KH. Saifuddin Zuhri Purwokerto, Indonesia
Religion Aerospace Engineering Humanities Computer Science & IT Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice

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The Integration of Deep Learning in Thematic Learning at Elementary Schools: A Case Study at SD Negeri 03 Rawaheng Banyumas Donny Khoirul Azis; Dwi Safitri Agustina; Irfan Musonif
at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Vol. 7 No. 1 (2026): Mei 2026
Publisher : IAIN Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/atjpi.v7i1.16862

Abstract

This study aims to explore the process of integrating a pedagogical deep learning approach into integrated thematic learning design in elementary schools. This research employed a qualitative case study conducted at SD Negeri 03 Rawaheng Banyumas from January to February 2026. The participants included the principal, teachers, and students selected through purposive sampling. Data were collected through in-depth interviews, participatory observation, and documentation, including lesson plans and student work. The data were analyzed using thematic analysis through data reduction, data display, and conclusion drawing, supported by source and technique triangulation. The findings reveal that the integration of deep learning is implemented through structured stages of stimulus, exploration, discussion, and reflection. Contextual stimuli encouraged students to identify real-life problems, exploratory activities enabled direct interaction with the learning environment, collaborative discussions facilitated the exchange of ideas, and reflective sessions helped students connect concepts with personal experiences. These processes fostered contextual learning experiences and strengthened students’ cognitive, emotional, and social engagement, leading to deeper meaning-making. The findings support constructivist and meaningful learning theories by demonstrating that reflection plays a crucial role in helping students internalize and apply knowledge contextually. This study implies that deep learning-based thematic instruction can serve as an effective strategy for promoting meaningful and student-centered learning in elementary education. Keywords: pedagogical deep learning; thematic learning; meaningful learning; student engagement; elementary school
Developing and Validating an Inquiry-Based Science Instructional Design to Foster Scientific Literacy among Elementary School Students Donny Khoirul Azis; Irfan Musonif; Zahrotun Iftinan
SENTRI: Jurnal Riset Ilmiah Vol. 4 No. 1 (2025): SENTRI : Jurnal Riset Ilmiah, January 2025
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/sentri.v4i1.7083

Abstract

Scientific literacy is a fundamental competency that enables students to explain scientific phenomena, evaluate evidence, and make informed decisions in addressing environmental, technological, and societal challenges. However, Indonesian students continue to demonstrate low scientific literacy achievement, as indicated by the Programme for International Student Assessment (PISA) 2022, highlighting the need for innovative instructional approaches from the elementary level. Although inquiry-based learning has been widely recognized as an effective approach for improving scientific literacy, previous studies have primarily examined its instructional effectiveness rather than systematically developing and validating inquiry-based instructional designs aligned with current scientific literacy competencies. Therefore, this study aimed to develop and evaluate an inquiry-based science learning design using the Educational Design Research (EDR) approach. The research consisted of four iterative phases: analysis and exploration, design and construction, evaluation and reflection, and design refinement. The participants included one expert validator, one elementary science teacher, and 32 elementary school students. Data were collected through expert validation, scientific literacy tests, and student response questionnaires and analyzed using descriptive and inferential statistical techniques. Results showed that the instructional design achieved a validity score of 93.33%, students' responses reached 86.40%, and scientific literacy scores increased from 58.84 to 84.31, with a significant difference (p < .001) and an overall N-gain of 0.69. These findings indicate that a systematically designed inquiry-based learning framework can effectively support scientific literacy development and provide a practical and theoretically grounded reference for improving elementary science education
Co-Authors Dwi Safitri Agustina Irfan Musonif Zahrotun Iftinan