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All Journal Journal of General Education and Humanities Global Education Trends
Baria Ulfah
Universitas Muhammadiyah Malang
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Implementing Deep Learning to Enhance Critical Thinking Skills in Early Childhood: A Qualitative Study at Aisyiyah Bustanul Athfal 26 Kindergarten, Malang Baria Ulfah; M. Syahri; Dyah Worowirasti Ekowati
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1491

Abstract

This study addresses the persistence of one-way instructional practices in early childhood education that limit the development of children’s critical thinking skills. It aims to describe the implementation of a deep learning pedagogical approach and its impact on critical thinking among children aged 5-6 years at Aisyiyah Bustanul Athfal 26 Kindergarten, Malang. A descriptive qualitative method was employed, with data collected through observations, semi-structured interviews, and documentation involving teachers, children, and the school principal. Data were analyzed using an interactive qualitative analysis technique, including data reduction, data display, and conclusion drawing. The findings indicate that deep learning is implemented through meaningful, mindful, and joyful learning experiences, where teachers act as facilitators and children actively engage in exploration and play-based activities. The results show a noticeable improvement in children’s critical thinking, reflected in increased curiosity, a willingness to ask questions, the ability to provide simple, logical reasons, and growing independence in solving everyday problems. These outcomes suggest a positive shift in children’s thinking from passive reception to more reflective engagement. However, the study does not claim absolute effectiveness, as the results are context-specific and influenced by teacher readiness and learning environment. Overall, the deep learning approach (as a pedagogical model, not an AI-based approach) provides opportunities for children to construct knowledge through meaningful experiences.
Strategi Manajemen Sumber Daya Manusia Dalam Meningkatkan Kinerja Guru Pada Pendidikan Anak Usia Dini Baria Ulfah; Siti Inganah
Global Education Trends Vol. 4 No. 2 (2026): Global Education Trends-Desember
Publisher : YAYASAN CENDEKIA CITRA GEMILANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/get.v4i2.1342

Abstract

Penelitian ini bertujuan untuk menganalisis strategi manajemen sumber daya manusia (MSDM) dalam meningkatkan kinerja guru di pendidikan anak usia dini, serta faktor pendukung dan penghambat dalam penerapannya di RA Nurul Iman Batu. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus. Subjek utama penelitian adalah kepala sekolah, sedangkan subjek sekundernya adalah para guru. Data dikumpulkan melalui wawancara, kuesioner, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman yang mencakup reduksi data, penyajian data, serta penarikan kesimpulan atau verifikasi. Validitas data diuji melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa strategi MSDM yang diterapkan meliputi perencanaan kebutuhan guru berdasarkan jumlah siswa, kelompok belajar, beban kerja, dan kemampuan keuangan lembaga; perekrutan melalui jejaring dan rekomendasi dengan seleksi informal; pengembangan kompetensi melalui lokakarya, rapat, diskusi, dan berbagi pengalaman; penilaian kinerja melalui observasi langsung dan supervisi; serta pemberian honorarium, apresiasi, dan kepercayaan dalam tugas yang diberikan. Faktor pendukungnya meliputi kolaborasi guru, komunikasi terbuka, komitmen guru, dukungan kepala sekolah, serta dukungan dari orang tua, komite sekolah, dan organisasi profesi; sedangkan faktor penghambatnya adalah keterbatasan anggaran, jumlah staf yang terbatas, beban kerja yang beragam, serta kesempatan pengembangan kompetensi yang belum merata. Sistem penilaian kinerja dan dokumentasi tindak lanjut masih perlu diperkuat.
Co-Authors Dyah Worowirasti Ekowati M. Syahri Siti Inganah