Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal of Deep Learning
Iwan Junaedi
Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang
Education Languange, Linguistic, Communication & Media Social Sciences

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Journal : journal of deep learning

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Toward a Theoretical Model of Deep Mathematical Thinking: Integrating Deep Learning and Mathematical Reasoning Frameworks Yoga Tegar Santosa; Muhammad Noor Kholid; Naufal Ishartono; Munaaya Fitriyya; Iwan Junaedi
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.v1i2.11142

Abstract

In the context of 21st-century education, deep mathematical thinking is key to developing higher-order cognitive abilities. However, current mathematics learning predominantly focuses on procedural skills rather than conceptual understanding and reflection, often hindering the optimal development of students' deep mathematical thinking. Therefore, this study aims to develop a theoretical Deep Mathematical Thinking model through the integration of deep learning pedagogical principles and the mathematical thinking framework. Employing a systematic theoretical synthesis approach, the developed model identifies and interconnects core elements of deep learning, such as conceptual connectivity, intrinsic motivation, and metacognition with components of mathematical thinking, including reasoning, generalization, representation, and abstraction. The outcome is a three levels hierarchical Deep Mathematical Thinking model: the foundational level, the applied cognitive level, and the integrative level. This model offers theoretical and practical implications for curriculum design, assessment, and instructional practices. While still conceptual and requiring further empirical validation, the model is flexible and adaptable across diverse educational levels and contexts, positioning it as a potentially robust conceptual framework for developing reflective and meaningful mathematics learning.
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.
Transformational Leadership, School Autonomy, and Deep Learning in Vocational Education: A Qualitative Case Study Nurahmad Fauzi; Bambang Sumardjoko; Sri Lahir; Suni Tuti; Adi Jufriansah; Bayu Wardhana; Iwan Junaedi; Ita Nuryana
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.v2i2.15528

Abstract

School autonomy is essential for enabling Vocational High Schools (SMKs) to respond to changing educational and labor-market demands. However, formal autonomy does not always translate into institutional flexibility and pedagogical innovation. This study analyzes principals’ transformational leadership strategies for strengthening school autonomy and creating conditions that support Deep Learning through meaningful, mindful, and joyful learning. A qualitative intrinsic case study design was employed, using semi-structured interviews, non-participant observations, and document analysis involving principals, vice principals, teachers, vocational program coordinators, and other relevant personnel. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal three interconnected strategies: (1) articulating an autonomy-oriented vision and reconstructing bureaucratic culture; (2) empowering teachers through participation, delegation, trust, and professional autonomy; and (3) expanding school autonomy through policy negotiation and external networking, particularly with education authorities and DUDI. These strategies created organizational conditions conducive to Deep Learning by supporting contextual and authentic learning, reflective engagement, and engaging and collaborative learning experiences. The study contributes to educational leadership scholarship by demonstrating how transformational leadership can translate formal school autonomy into organizational capacity that supports pedagogical transformation. Practically, the findings highlight distributed leadership, teacher empowerment, accountability, pedagogical flexibility, and strategic industry partnerships as important mechanisms for strengthening autonomous and responsive vocational education.
Co-Authors Adi Jufriansah Bambang Sumardjoko Bayu Wardhana Cuk Taruna Hendrajaya Harun Joko Prayitno Indri Indri Ita Nuryana Muhammad Noor Kholid Munaaya Fitriyya Murwanto Setyo Nugroho Naufal Ishartono Nurahmad Fauzi Sri Lahir Suni Tuti Yoga Tegar Santosa