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All Journal Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran
Eva Yuliawati
Universitas Sultan Ageng Tirtayasa
Education Languange, Linguistic, Communication & Media Mathematics Other

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Pengembangan Perangkat Pembelajaran Berbasis Deep Learning untuk Pembelajaran Keberagaman Budaya di Sekolah Dasar Eva Yuliawati; Abdul Fatah; Haryono
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 2 (2026): June (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i2.20260

Abstract

This study aims to develop and examine the effectiveness of deep learning-based instructional tools, consisting of a teaching module and Google Sites-based learning media, in improving elementary school students’ conceptual understanding of cultural diversity. The study employed a Research and Development (R&D) method using the ADDIE model and was conducted with 34 fourth-grade students at SDN Gerendong 2, Banten, Indonesia. Data were collected through validation sheets, observations, and learning outcome tests and were analyzed using descriptive statistics and paired-sample t-tests. The results showed that the developed instructional tools were highly valid, with Aiken’s V coefficients ranging from 0.88 to 0.94 and validation percentages exceeding 90% across the material, media, and language aspects. The paired-sample t-test results indicated a significant difference between the pretest and posttest scores (p < 0.001), with an average N-gain score of 0.63, which falls into the moderate category, and a very large effect size (Cohen’s d = 4.02). These findings demonstrate that the instructional tools effectively improved students’ conceptual understanding. Furthermore, the results indicate that deep learning-based instructional tools integrated with digital media can enhance meaningful and student-centered learning. This study contributes to the growing body of knowledge on instructional design by providing empirical evidence regarding the effectiveness of combining teaching modules and web-based media. It also offers practical implications for teachers in implementing innovative learning strategies that promote conceptual understanding in elementary education.
Co-Authors Abdul Fatah Haryono