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All Journal Jurnal Solusi Masyarakat Dikara Jurnal Pendidikan Profesi Guru
Handika Suryatama
Universitas Negeri Yogyakarta
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Membangun Kesadaran Pancasila: Dialog Pemuda Melawan Ancaman Radikalisme Global Surya Adi Saputra; Handika Suryatama; Wahyu Ari Wibowo; Deny Hadi Siswanto; Yusie Kristiawan
Jurnal Solusi Masyarakat Dikara Vol 5, No 1 (2025): April 2025
Publisher : Yayasan Lembaga Riset dan Inovasi Dikara

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Tujuan dari kegiatan ini adalah untuk memberikan pemahaman tentang pentingnya menanamkan dan menerapkan nilai-nilai Pancasila di kalangan pemuda dalam menghadapi ancaman radikalisme di era globalisasi. Acara ini diadakan di SMA Dr. Wahidin dengan jumlah peserta sebanyak 25 siswa kelas XII. Kegiatan ini berbentuk dialog interaktif, di mana narasumber menyampaikan tema khusus, diikuti dengan diskusi berdasarkan paparan yang diberikan. Hasil pertemuan menunjukkan bahwa nilai-nilai yang terkandung dalam Pancasila bersifat konkret dan relevan. Melalui kegiatan ini, diharapkan para siswa dapat memperoleh pemahaman yang jelas bahwa Pancasila berfungsi sebagai pandangan hidup, landasan filosofis bagi bangsa, dan dasar negara. Selain itu, mereka juga diharapkan mampu menginternalisasi nilai-nilai Pancasila dalam kehidupan sehari-hari, baik di lingkungan keluarga, masyarakat, maupun dalam konteks berbangsa dan bernegara
Deep Learning in Secondary Mathematics Education: Fostering Productive Struggle and Epistemic Autonomy Amid Structural Constraints Handika Suryatama; Surya Adi Saputra; Tarso; Deny Hadi Siswanto
Jurnal Pendidikan Profesi Guru Vol. 1 No. 2 (2026): Edisi: Januari-Maret
Publisher : Pustaka Bangsa Indonesia

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This qualitative case study investigates the implementation of the Deep Learning approach in mathematics instruction at SMA Muhammadiyah Mlati. Data were collected through semi-structured interviews, non-participant classroom observations, and document analysis of lesson plans, student portfolios, and reflective journals. Thematic analysis revealed that contextual, real-world learning significantly enhanced student engagement and long-term conceptual understanding. Teachers shifted their roles from knowledge transmitters to cognitive facilitators by applying higher-order thinking skills (HOTS) scaffolding to support productive struggle. Heterogeneous grouping based on social constructivism strengthened students’ collaboration and mathematical communication. In addition, portfolio-based authentic assessment emphasized analytical thinking rather than computational speed. Despite these benefits, implementation faced challenges due to rigid curriculum schedules and differences in students’ prior knowledge, which often increased cognitive load. Therefore, institutional support through flexible scheduling and prerequisite bridging programs is recommended to sustain the effectiveness of Deep Learning implementation in mathematics education.
Co-Authors Deny Hadi Siswanto Deny Hadi Siswanto Surya Adi Saputra Tarso Wahyu Ari Wibowo Yusie Kristiawan