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All Journal Journal of Deep Learning
Indri Indri
Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta
Education Languange, Linguistic, Communication & Media Social Sciences

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Strategies and Development of the Deep Learning Approach in Vocational High Schools in the Era of Global Computing Joko Budi Utomo; Harun Joko Prayitno; Indri Indri
Journal of Deep Learning Vol. 1, No. 1, June 2025
Publisher : Universitas Muhammadiyah Surakarta in Collaboration with Kemdikdasmen RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jdl.v1i1.10855

Abstract

The transformation of vocational education in the era of the Industrial Revolution 4.0 demands the integration of learning approaches that go beyond cognitive aspects to include affective and contextual dimensions. This study aims to formulate relevant and applicable strategies for developing a deep learning approach tailored to Vocational High Schools (SMK) in Indonesia. Drawing on the principles of mindful, meaningful, and joyful learning, this research presents a conceptual and practical synthesis that can be implemented in vocational education. The findings indicate that project-based learning, digital reflection, and cross-disciplinary collaboration are effective strategies in fostering students' conceptual understanding and applied skills. Authentic assessments based on portfolios, presentations, and reflective journals are also deemed more representative in measuring deep learning outcomes. On the other hand, teacher capacity-building through transformative pedagogical training, socio-emotional reinforcement, and the formation of Professional Learning Communities is essential for successful implementation. The integration of digital technologies in vocational learning has proven to expand learning spaces and strengthen the connection between schools and industries. This study recommends strengthening policy and infrastructure support to ensure the sustainability of the deep learning approach in SMK as an adaptive, reflective, and relevant learning strategy in the digital era.
Deep Learning: Policies, Concepts, and Implementation in Senior High Schools in Indonesia Puthut Prihantoro; Harun Joko Prayitno; Indri Indri; Dian Artha Kusumaningtyas
Journal of Deep Learning Vol. 1, No. 1, June 2025
Publisher : Universitas Muhammadiyah Surakarta in Collaboration with Kemdikdasmen RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jdl.v1i1.10964

Abstract

The transformation of education in the era of the Industrial Revolution 4.0 and Society 5.0 demands a more holistic, adaptive, and relevant learning approach aligned with the needs of the 21st century. One emerging approach is deep learning, which, in the educational context, does not refer to artificial intelligence technology, but rather to a learning paradigm that emphasizes deep understanding, critical thinking, collaboration, and the interconnection of cognitive, emotional, and social aspects. This study aims to examine the concept, implementation, and challenges of deep learning in Indonesian education through an analysis of theoretical literature and contextual empirical findings. The study identifies three key pillars that underpin the deep learning approach: mindful learning, meaningful learning, and joyful learning, which work synergistically to create a humanistic and transformative learning experience. The findings show that the implementation of deep learning contributes positively to improving students’ learning motivation, engagement, and reflective thinking skills. Although national policies such as the Merdeka Curriculum have incorporated these principles, practical implementation still faces challenges, particularly concerning teacher competencies and resource availability. Therefore, strengthening educators' capacity and providing adequate learning infrastructure are crucial for the sustainable implementation of deep learning in Indonesia.
Visual and Contextual Learning for Deep Learning Education: A Unified Tool for Theory–Practice Integration Itang Enrico Pradana Mahardhika; Harun Joko Prayitno; Indri Indri; Muhammad Ramadhan Fitriyan
Journal of Deep Learning Vol. 1, No. 1, June 2025
Publisher : Universitas Muhammadiyah Surakarta in Collaboration with Kemdikdasmen RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jdl.v1i1.11556

Abstract

The rapid advancements in artificial intelligence, particularly in deep learning, demand learning methods that are not only theoretical but also applicative and intuitive. This study aims to design and develop an interactive deep learning instructional tool that integrates real-world case studies and dynamic visualizations to enhance users’ conceptual understanding and practical skills. The research employs a development methodology with a mixed-methods approach, adopting the ADDIE model and iterative formative evaluation based on Tessmer’s framework. The developed tool incorporates three primary case studies: image classification, sentiment analysis, and time-series prediction. Each case study features an interactive interface that allows users to explore data, adjust model parameters, and visualize training processes and results in real time. Formative evaluation results demonstrate the tool’s effectiveness in improving learning engagement, understanding of deep learning model mechanisms, and motivation to explore the topic further. These findings underscore the significance of experiential and visualization-based approaches in cutting-edge technology education while contributing to the development of adaptive AI-based learning media.
Policy–Practice Gap in Teacher Career Development: Implications for Motivation and Educational Quality in Private Junior Secondary Schools Murwanto Setyo Nugroho; Harun Joko Prayitno; Indri indri; Cuk Taruna Hendrajaya; Iwan Junaedi
Journal of Deep Learning Vol. 2, No. 1, June 2026
Publisher : Universitas Muhammadiyah Surakarta in Collaboration with Kemdikdasmen RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jdl.v2i1.11634

Abstract

This study aims to critically analyze the implementation of teacher career development policies in private junior secondary schools in Sukoharjo Regency and their impact on teacher motivation and educational quality. This study employs a qualitative approach with a case study design, involving teachers, school principals, and school supervisors as key informants. Data were collected through in-depth interviews, observations, and document analysis, and analyzed using the Miles, Huberman, and Saldaña framework. The findings reveal a significant gap between formal policies and their implementation (policy–practice gap), where policies tend to be administrative in nature and lack sustainable evaluation mechanisms. Furthermore, power structures dominated by school foundations and the weak application of meritocratic principles result in promotion and career development processes that are not based on performance and competence. These conditions lead to declining motivation, low organizational commitment, and a high intention among teachers to leave. More broadly, the weak career development system contributes to stagnation in instructional innovation and declining educational quality. This study highlights the importance of policy reform oriented toward transparency, meritocracy, and continuous professional development. The findings are expected to serve as a basis for developing more equitable, contextual, and sustainable teacher career development policies, particularly in the private education sector.
Enhancing GTAW Proficiency through ADDIE-Integrated Joyful Lear-ning Simulation: Empirical Insights from Vocational High School Implementation Joko Budi Utomo; Harun Joko Prayitno; Indri Indri; Adi Nur Cahyono; Nunuk Suryani; Ita Nuryana; Muhammad Rohmadi
Journal of Deep Learning Vol. 1, No. 2, December 2025
Publisher : Universitas Muhammadiyah Surakarta in Collaboration with Kemdikdasmen RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jdl.v1i2.11661

Abstract

Welding practice learning in vocational schools often faces challenges such as limited equipment, time constraints, and safety risks. This study aims to implement a Welding Simulator using a joyful learning approach to improve students' practical competencies in GTAW (Gas Tungsten Arc Welding) at vocational high school level. The research is part of an ADDIE-based development process, with a focus on the implementation phase. The participants were 34 purposively selected 11th-grade students. Data were collected through practical tests (pre-test and post-test) and student perception questionnaires, analyzed using paired t-tests and descriptive statistics. The results showed a significant improvement in post-test scores compared to pre-test (from 64.2 to 77.35; p < 0.05). Students' perceptions of the media were highly positive, with an average rating of 4.00 out of 5. The simulator effectively enhanced students’ welding skills while creating an engaging and enjoyable learning environment. The study concludes that the joyful learning-based welding simulator is effective as a practical learning tool in vocational education.
Contextual Media-Based Deep Learning in Elementary Education: A Qualitative Study of Meaningful and Joyful Learning through an Ecoenzyme Project Nela Rosita; Harun Joko Prayitno; Indri Indri; Khoirul Anwar; Fajar Riza Ul Haq; Suyanto Suyanto; Azmi Khusnani
Journal of Deep Learning Vol. 2, No. 2, December 2026
Publisher : Universitas Muhammadiyah Surakarta in Collaboration with Kemdikdasmen RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jdl.v2i2.15578

Abstract

The implementation of Deep Learning in elementary education requires learning experiences that are meaningful, engaging, and relevant to students' daily lives. However, research on contextual media-based Deep Learning in elementary schools remains limited. This study aimed to explore the implementation of Deep Learning through contextual media using an ecoenzyme project in elementary education. A qualitative descriptive approach was employed at Elementary School Muhammadiyah Program Khusus Pracimantoro. Data were collected through observations, semi-structured interviews, and documentation, and analyzed using the interactive model of Miles et al. with methodological triangulation to ensure data credibility. The findings reveal that contextual media promote meaningful learning by connecting instructional content with authentic experiences, thereby enhancing students' conceptual understanding, critical thinking, and reflective learning. In addition, the ecoenzyme project fostered joyful learning by improving students' motivation, collaboration, communication, and environmental awareness. The study also demonstrates that effective Deep Learning can be implemented through simple contextual media without relying on sophisticated digital technologies. These findings contribute to the development of student-centered learning strategies and provide practical implications for implementing Deep Learning in elementary education.
Co-Authors Adi Nur Cahyono Azmi Khusnani Cuk Taruna Hendrajaya Dian Artha Kusumaningtyas Fajar Riza Ul Haq Harun Joko Prayitno Ita Nuryana Itang Enrico Pradana Mahardhika Iwan Junaedi Joko Budi Utomo Khoirul Anwar Muhammad Ramadhan Fitriyan Muhammad Rohmadi Murwanto Setyo Nugroho Nela Rosita Nunuk Suryani Puthut Prihantoro Suyanto Suyanto