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All Journal Al Ishlah Jurnal Pendidikan Global Education Trends
Ahmad Salim
Universitas Muhammadiyah Malang
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Transforming Pedagogical Practices through Deep Learning in Elementary Education Ahmad Salim; Agus Tinus; Kuncahyono Kuncahyono
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 3 (2026): In Progress September 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i3.10078

Abstract

Despite growing interest in deep learning pedagogy as a means of fostering meaningful and student-centered learning, limited empirical research has examined how pedagogical practices are reshaped through its implementation in authentic elementary school classrooms, particularly within the Indonesian context. This study investigated how deep learning pedagogy was perceived to support changes in teaching practices and meaningful learning experiences in an international elementary school setting. A single-site qualitative case study was conducted at Fatimah International Elementary School, Indonesia, involving 13 participants consisting of three teachers, nine students, and one academic coordinator. Data were collected through classroom observations, semi-structured interviews, and document analysis and were analyzed using thematic analysis. The findings suggest that deep learning pedagogy supported a shift from transmission-oriented teaching toward more student-centered, reflective, and collaborative classroom practices. Meaningful learning emerged when instructional activities were connected to students’ everyday experiences and supported through inquiry, discussion, and authentic learning tasks. Reflective learning practices appeared to strengthen learner agency, metacognitive awareness, and self-regulated learning, while collaborative activities enhanced students’ cognitive, emotional, and social engagement. However, implementation required careful instructional preparation, classroom management, and institutional support. These findings contribute to the growing discourse on deep learning pedagogy by providing contextual evidence from elementary education and highlighting its potential to foster meaningful learning environments. The study suggests that teachers and school leaders should promote reflective, collaborative, and contextually relevant learning experiences while ensuring adequate pedagogical and organizational support for sustainable implementation.
Strategi Kepemimpinan Kepala Sekolah dalam Membangun Kepercayaan Masyarakat pada Sekolah Dasar Swasta Ahmad Salim; 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.v4i2.1347

Abstract

Kepercayaan masyarakat merupakan aset penting bagi sekolah dasar swasta yang harus bersaing dengan sekolah negeri, madrasah ibtidaiyah, dan sekolah swasta lainnya. Penelitian ini bertujuan untuk mendeskripsikan strategi kepemimpinan kepala sekolah dalam membangun kepercayaan masyarakat serta kendala yang dihadapi di Fatimah International Elementary School Sumenep. Penelitian ini menggunakan pendekatan kualitatif deskriptif, dengan data yang diperoleh melalui wawancara dengan kepala sekolah pada 24 September sampai 1 Oktober 2026 dan dianalisis melalui kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan enam strategi yang saling berkaitan, yaitu menunjukkan kualitas sekolah melalui program keagamaan, akademik, dan bilingual; meningkatkan kualitas pembelajaran dan kinerja guru; memberikan keteladanan; membangun komunikasi dua arah yang terbuka; memperkuat hubungan dan kerja sama dengan masyarakat; serta menunjukkan proses dan prestasi peserta didik. Kendala yang dihadapi meliputi usia sekolah yang masih relatif muda, beragamnya harapan orang tua terhadap konsep internasional dan bilingual, persaingan antarsekolah, serta kebutuhan pengembangan fasilitas dan kompetensi guru. Kepala sekolah merespons kendala tersebut melalui perbaikan berkelanjutan berdasarkan hasil evaluasi setiap akhir semester. Kepercayaan masyarakat dibangun melalui bukti nyata, komunikasi yang konsisten, dan perbaikan berkelanjutan, bukan hanya melalui promosi. Penelitian ini terbatas pada satu informan sehingga penelitian selanjutnya disarankan melibatkan guru dan orang tua untuk melakukan triangulasi data.
Co-Authors Agus Tinus Kuncahyono Kuncahyono Siti Inganah