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p-Index From 2021 - 2026
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All Journal EDUJAVARE: International Journal of Educational Research
Khatmirul Aziz
Universitas Islam Mulia Yogyakarta, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Relationship Between the Deep Learning Approach and the Learning Independence of Elementary School Students Suci Tuningsih; Nisrina Ajrina Nur Hidayah; Khatmirul Aziz; Heru Siddik Nugroho; Putri Indah Wahyuningsih
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1897

Abstract

This stage is the initial formal foundation for students to learn science, develop attitudes and skills. This study aims to analyze the relationship between the deep learning approach and the learning independence of elementary school students. The deep learning approach consisting of mindful learning, meaningful learning, and joyful learning is believed to be able to encourage students to be actively involved in the learning process and develop the ability to manage learning independently. The research uses a quantitative approach with a correlational design. The research population is elementary school students in grades IV, V, and VI at SD Negeri 2 Pedes, while the sample was determined using the proportional random sampling technique. Data collection was carried out through a deep learning approach questionnaire and a student learning independence questionnaire that has been tested for validity and reliability. The data was analyzed using descriptive statistics and Pearson Product Moment correlation. The results showed that there was a positive and significant relationship between the deep learning approach with a correlation coefficient of 0.712 (p < 0.05). The relationship is in the strong category, which means that the better the application of deep learning, the higher the level of student learning independence. The deep learning approach contributes 50.7% to student learning independence, while the rest is influenced by other factors such as motivation, self-efficacy, family support and student learning environment. Therefore, it is necessary to optimize the deep learning approach by teachers, especially strengthening the mindful learning aspect, so that students' awareness and learning independence increase.
Reka Edu SmartBox: A Smart and Practical Tool for Instilling Multicultural Values in Grade 5 Elementary School Classrooms Heru Siddik Nugroho; Putri Indah Wahyuningsih; Suci Tuningsih; Nisrina Ajrina Nur Hidayah; Khatmirul Aziz
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1898

Abstract

This study aims to examine the feasibility of the Smartbox learning media in terms of practicality and effectiveness. The implementation of the media focuses on Civic Education (PKn) learning in fifth-grade elementary school, with the specification of cultural diversity material referring to multicultural values. This study employed the Research and Development (R&D) method using the ADDIE model, which was selected to implement the product development procedure by presenting descriptive quantitative data and narrative qualitative data. The research subjects involved several experts, including two practitioners and two expert lecturers who acted as evaluators of the media design and material concept design. Data collection methods used questionnaire techniques distributed to several experts, and the assessment results were then recapitulated based on predetermined criteria. Meanwhile, qualitative data were obtained through classroom observations to identify students’ responses to the media implementation. In addition, interview data from teachers were collected to determine the initial learning problems. Various activity documentations supported the research implementation, particularly regarding students’ interactions with the developed product. The results showed that the media received a very good assessment from expert lecturers in the media design aspect with an achievement score of 87.5%, while the assessment from practitioners reached 83.3%. In the material content aspect, expert lecturers gave a score of 79.16%, while practitioners provided an assessment score of 77.08%. Both assessments were categorized as good criteria, indicating that the Smartbox learning media is feasible to be used in Civic Education learning in elementary schools.
Co-Authors Heru Siddik Nugroho Nisrina Ajrina Nur Hidayah Putri Indah Wahyuningsih Suci Tuningsih