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All Journal MODELING: Jurnal Program Studi PGMI
Heny Friantary
Prodi PGMI, Fakultas Tarbiyah dan Tadris, UINFAS Bengkulu
Education Other

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Penerapan Deep Learning untuk Meningkatkan Keterampilan Berpikir Kritis Siswa pada Mata Pelajaran IPAS di SD Negeri 54 Seluma Nike Pratami Mareta; Arbi Tilandri Saputra; Yusril Isa Mahendra; Heny Friantary; Yosi Yulizah
MODELING: Jurnal Program Studi PGMI Vol. 13 No. 2 (2026): Juni
Publisher : Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69896/modeling.v13i2.3184

Abstract

The implementation of Deep Learning is a learning approach currently being developed in the Indonesian education system to create a conscious, meaningful, and enjoyable learning process. This approach positions students as active learning subjects, constructing knowledge through contextual, reflective, collaborative, and problem-solving-oriented learning experiences. This study aims to describe the implementation of Deep Learning in improving students' critical thinking skills in Natural and Social Sciences (IPAS) at SD Negeri 54 Seluma. The study used a descriptive qualitative approach. The research subjects consisted of the principal, the IPAS teacher, and fourth and fifth grade students at SD Negeri 54 Seluma. Data collection techniques were conducted through observation, interviews, and documentation. Data analysis used the interactive model of Miles, Huberman, and Saldaña, which includes data reduction, data presentation, and conclusion drawing. The results indicate that the implementation of Deep Learning can improve students' critical thinking skills through problem-based learning activities, group discussions, environmental exploration, learning reflection, and authentic assessment. Improved critical thinking skills are evident in students' abilities to identify problems, analyze information, present arguments logically, evaluate various alternative solutions, and draw conclusions based on evidence obtained during the learning process. Supporting factors for implementation include teacher competence, principal support, the availability of learning media, and a conducive learning environment. Meanwhile, obstacles identified include limited learning time, variations in students' initial abilities, and limited learning support facilities.
Implementasi Asesmen Diagnostik sebagai Dasar Perencanaan Pembelajaran Berdiferensiasi di SD Negeri 75 Kota Bengkulu Putri Maysyah Della R; Yerin Anugrah; Heny Friantary; Susi Sales
MODELING: Jurnal Program Studi PGMI Vol. 13 No. 2 (2026): Juni
Publisher : Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69896/modeling.v13i2.3186

Abstract

The implementation of the Kurikulum Merdeka (Independent Curriculum) positions diagnostic assessment as an initial step in designing instruction tailored to students' learning needs. This study aims to describe the implementation of diagnostic assessment as a basis for planning differentiated instruction at SD Negeri 75 Bengkulu City. The study employs a qualitative approach with a descriptive method. Research informants included the school principal, classroom teachers, and students. Data were collected through observation, in-depth interviews, documentation, and the review of instructional planning documents. Data analysis utilized the Miles, Huberman, and Saldaña model, comprising data condensation, data display, and conclusion drawing. The results indicate that teachers conducted diagnostic assessments covering both cognitive and non-cognitive aspects at the beginning of the semester and prior to introducing new material. The information obtained was used to map students' prior knowledge, learning styles, interests, characteristics, and learning needs. These mapping results served as the foundation for formulating learning objectives and teaching modules, as well as for devising strategies for differentiating content, processes, products, and the learning environment. Challenges encountered included time constraints, administrative burdens, and teachers' proficiency in developing comprehensive diagnostic assessment instruments. The school addressed these issues through learning communities, internal training, academic supervision, and teacher collaboration. The study concludes that the implementation of diagnostic assessment positively contributes to the effectiveness of differentiated instruction by ensuring that teaching is better aligned with students' characteristics.
Efektivitas Media Miniatur dalam Meningkatkan Hasil Belajar IPA Siswa Sekolah Dasar pada Materi Sistem Pencernaan Manusia Wiga Santri Rohinia; Heny Friantary; Hengki Satrisno; Nora Safitri
MODELING: Jurnal Program Studi PGMI Vol. 13 No. 2 (2026): Juni
Publisher : Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69896/modeling.v13i2.3187

Abstract

This study is a pre-experimental study aimed at examining: 1) the level of student learning interest in a class taught using a digestive system miniature model as a teaching aid; 2) the level of student learning interest in a class taught without using the digestive system miniature model; and 3) whether there is a difference in student learning interest between the class taught using the digestive system miniature model and the class taught without it. The research design employed is the Static-Group Comparison Design. The population consisted of all Grade V classes at SDN 52 Bengkulu City, comprising two classes with a total of 59 students. The sample was selected using a class-based random sampling method combined with a matching technique, resulting in two classes with a total of 34 students. Descriptive results indicate that the average learning interest score for students taught using the digestive system miniature model was 92.7648, while the score for the class not using the model was 81.2305. This demonstrates a difference in student learning interest between the class taught using the digestive system miniature model and the class taught without it.
Co-Authors Arbi Tilandri Saputra Hengki Satrisno Nike Pratami Mareta Nora Safitri Putri Maysyah Della R Susi Sales Wiga Santri Rohinia Yerin Anugrah Yosi Yulizah Yusril Isa Mahendra