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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Inovasi dan Teknologi Pendidikan Jurnal Pedagogi dan Inovasi Pendidikan
Akbar, Ady
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Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Other

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Development of Didactical Design in Volume Teaching: Efforts to Improve Critical Thinking Abilities Akbar, Ady; Herman, Tatang; Suryadi, Didi; Haruna, Nana Harlina
Jurnal Pedagogi dan Inovasi Pendidikan Vol. 1 No. 1 (2025): Jurnal Pedagogi dan Inovasi Pendidikan Volume 1 Number 1
Publisher : Jurnal Pedagogi dan Inovasi Pendidikan

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Abstract

This study aims to identify and analyze the learning obstacles experienced by students in volume instruction in grade 5 elementary school, as well as to design didactical interventions that can enhance students' critical thinking skills. The study uses the Didactical Design Research (DDR) approach, focusing on the first stage, which is analyzing the didactical situation before teaching. The findings show a complex interaction between three types of learning obstacles: ontogenic, didactic, and epistemological. Ontogenic obstacles are related to individual students' cognitive development, didactic obstacles are linked to the teaching methods used, and epistemological obstacles arise when students struggle to understand abstract concepts. The study found that didactic obstacles often exacerbate ontogenic and epistemological obstacles. Based on these findings, a didactical design was developed using the framework of Didactical Situations Theory (TDS), which aims to create learning situations that allow students to build understanding through interaction with challenging yet accessible materials. Future research is expected to proceed to the stages of meta-pedagogical and retrospective analysis to evaluate the effectiveness of the developed didactical design in real-world learning contexts.
Developing Pedagogical Innovation: AI-Based Deep Learning Training in Elementary Education Yulita; Sukristin, Sukristin; Sabaryati, Johri; Akbar, Ady; Sulestry, Andi Indra
Jurnal Pedagogi dan Inovasi Pendidikan Vol. 1 No. 3 (2025): Jurnal Pedagogi dan Inovasi Pendidikan (Vol.3 No. 1 2025)
Publisher : Jurnal Pedagogi dan Inovasi Pendidikan

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Teacher readiness in addressing the challenges of 21st-century education requires a strong understanding of Deep Learning approaches as well as the ability to utilize artificial intelligence technology to enhance instructional quality. This community service program was designed to broaden teachers’ knowledge of the concepts and implementation of Deep Learning, which include meaningful, mindful and reflective, and joyful learning, while simultaneously equipping them with practical skills in the use of digital technology, particularly ChatGPT, as a learning support tool. The training was conducted on 27–28 October 2025 at SD IT Ar Rasyid Makassar with 25 participating teachers. The training methods included material delivery, group discussions, hands-on practice, case studies, and continued mentoring after the face-to-face sessions. Evaluation was carried out through pretests and post-tests, observations of participant engagement, and assessments of learning design outputs developed during the program. The evaluation results indicate improvements in teachers’ understanding of Deep Learning principles, the strengthening of 21st-century competencies, and enhanced ability to design context-based learning with artificial intelligence integration. An increase in the average score from 67.25 to 84.10 demonstrates that this program was effective in enhancing teachers’ capacity to implement more interactive, innovative, and learner-relevant instruction in the digital era. Therefore, this training provides a significant contribution to supporting learning transformation in schools.
PEMAHAMAN KONSEPTUAL DAN KESIAPAN GURU SEKOLAH DASAR TERHADAP PENERAPAN DEEP LEARNING DI INDONESIA Allolinggi, Lutma Ranta; Al Arsyadhi, Nurul Laily; Akbar, Ady
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35258

Abstract

This study adopts a descriptive quantitative approach to examine how elementary school teachers understand and prepare for the implementation of Deep Learning-based instruction. A total of 160 teachers from South Sulawesi Province participated as respondents, selected through purposive sampling that considered their teaching experience and involvement in Deep Learning training. Data were gathered using a validated Likert-scale questionnaire covering five central dimensions, namely conceptual understanding of Deep Learning, pedagogical readiness, technological readiness, motivation for professional growth, and perceptions of institutional challenges and support. The results indicate that teachers’ readiness is uneven across these dimensions. The dimension of technological readiness achieved the highest mean score, categorized as high, particularly among younger teachers who actively use digital tools and artificial intelligence applications to enhance collaboration and provide feedback in the learning process. Conversely, the lowest scores were observed in conceptual understanding and pedagogical readiness. Many teachers still perceive Deep Learning as synonymous with project-based learning and have yet to internalize its philosophical essence, which emphasizes meaningful engagement, reflective thinking, and joyful learning experiences. Teachers’ motivation to develop their professional competence was found to be at a moderate level, with a tendency to depend more on institutional facilitation than on intrinsic drive. These findings highlight that the successful implementation of Deep Learning depends not only on teachers’ technological proficiency but also on their conceptual depth and pedagogical preparedness. Therefore, capacity building for teachers should be designed through an integrative model of professional development that brings together digital literacy, philosophical awareness, and pedagogical reflection within a supportive institutional framework. Such an approach is essential to transform Deep Learning from a theoretical policy initiative into a practical educational reality that nurtures critical, creative, and humanistic learners in the era of artificial intelligence
Integrasi Pendekatan Deep Learning dalam Pembelajaran Bahasa Indonesia: Suatu Tinjauan Literatur tentang Pengembangan Kreativitas Siswa Sekolah Dasar Hasan, Abd.Wahid; Akbar, Ady; Putra, Elpri Darta
Jurnal Inovasi dan Teknologi Pendidikan Vol. 4 No. 2 (2025): Jurnal Inovasi dan Teknologi Pendidikan
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/jurinotep.v4i2.228

Abstract

Artikel ini menyajikan tinjauan literatur yang komprehensif mengenai integrasi pendekatan deep learning dalam pembelajaran Bahasa Indonesia untuk mendukung pengembangan kreativitas siswa pada jenjang sekolah dasar. Transformasi pendidikan abad kedua puluh satu menuntut model pembelajaran yang tidak hanya berfokus pada akumulasi pengetahuan, tetapi juga pada kemampuan berpikir kritis, reflektif, dan kreatif. Namun, penelitian sebelumnya menunjukkan bahwa praktik pembelajaran Bahasa Indonesia masih didominasi pendekatan yang bersifat prosedural dan berorientasi pada aturan kebahasaan, sehingga belum sepenuhnya memberikan kesempatan bagi siswa untuk menafsirkan makna, mengembangkan gagasan, dan mengekspresikan ide secara orisinal. Melalui analisis sistematis terhadap berbagai publikasi nasional dan internasional, artikel ini mengkaji konstruksi teoretis mengenai kreativitas dalam pembelajaran bahasa, mengidentifikasi elemen elemen utama pendekatan deep learning yang relevan, serta menguraikan strategi pedagogis yang berpotensi memperkuat kedalaman pemahaman dan keterlibatan belajar yang kontekstual. Hasil kajian menunjukkan bahwa aktivitas seperti membaca kritis, refleksi terhadap pengalaman berbahasa, eksplorasi teks autentik, diskusi kolaboratif, dan produksi karya kreatif berkontribusi signifikan terhadap pengembangan kapasitas kognitif dan afektif siswa. Integrasi pendekatan deep learning dalam pembelajaran Bahasa Indonesia memberikan arah baru bagi pengembangan desain instruksional yang lebih bermakna dan transformatif. Selain itu, temuan kajian ini menegaskan perlunya penelitian lanjutan untuk menguji model penerapan deep learning yang efektif dalam mendukung kreativitas siswa sekolah dasar.
Co-Authors Al Arsyadhi, Nurul Laily Allolinggi, Lutma Ranta Didi Suryadi Haruna, Nana Harlina Hasan, Abd.Wahid Johri Sabaryati, Johri Putra, Elpri Darta Sukristin Sukristin, Sukristin Sulestry, Andi Indra Tatang Herman, Tatang Yulita