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All Journal Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Moh Sutomo
UIN Kiai Haji Achmad Shiddiq Jember, Indonesia
Arts Education

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Integrating Deep Learning and a Love-Based Curriculum to Enhance Meaningful Learning in Islamic Primary Education Rivaldi Agung Ramadhani; Abd Muhith; Moh Sutomo
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 16 No. 1 (2026): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v16i1.20307

Abstract

This study explores how deep learning can be integrated with a love-based curriculum to enhance meaningful learning in Islamic primary education. Although scholars have widely discussed deep learning as a student-centered approach and linked love-based education to character and relational development, limited empirical research has explored how schools combine these two educational approaches to promote meaningful learning. Using a qualitative case study design, the researchers conducted the study at Madrasah Ibtidaiyah Negeri 3 Jember, Indonesia. They collected data through classroom observations, semi-structured interviews, and document analysis involving the school principal, teachers, students, and parents. The researchers analyzed the data using an interactive model consisting of data condensation, data display, and conclusion drawing. The findings show that integrating deep learning with a love-based curriculum fostered more active participation, deeper contextual understanding, reflective thinking, and collaborative meaning-making among students. At the same time, the values of empathy, care, respect, and emotional support fostered a safe, positive classroom climate that strengthened students' motivation, confidence, and social interaction. Instructional leadership, teacher collaboration, and parental involvement supported the implementation of this approach. This study contributes to the development of an integrative pedagogical framework that connects cognitive engagement with affective and relational values in Islamic primary education. The findings suggest that caring relationships and value-oriented classroom practices can strengthen meaningful learning when they support student-centered pedagogy.
Enhancing Elementary Students’ Learning Interest Through AI-Driven Canva Learning Tools: Evidence from a Pre-Experimental Study Lisa Umi Nurjanah; Moh Sutomo; Mu'alimin Mu'alimin; Halil Yavuz Ezginci
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 15 No. 2 (2025): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v15i2.18243

Abstract

This study investigates the effectiveness of an AI-driven Canva learning tool in enhancing elementary students’ learning interest within a pre-experimental pretest–posttest design. Twenty-five Grade 5 students from SD Baitul Amien Jember participated in a two-week intervention consisting of six sessions that integrated adaptive learning systems, personalized feedback, visual learning design, and gamified tasks. Learning interest was measured using a validated 20-item questionnaire covering attention, curiosity, persistence, enjoyment, engagement, and relevance. Descriptive statistics show a substantial improvement from the pretest (M = 44.08, SD = 8.37) to the posttest (M = 81.84, SD = 6.26). The paired sample t-test confirmed a highly significant effect, t(24) = –15.611, p < .001, with a very large effect size (Cohen’s d = 3.12). These findings demonstrate that AI-driven Canva learning tools meaningfully enhance students’ learning interest by providing adaptive, visually rich, and personalized learning experiences. The study contributes empirical evidence to the growing field of AI-supported learning in primary education and highlights the need for teacher digital-pedagogy readiness and adequate technological infrastructure to ensure effective AI integration.
Co-Authors Abd. Muhith Halil Yavuz Ezginci Lisa Umi Nurjanah Mu&#039;alimin Mu&#039;alimin Rivaldi Agung Ramadhani