Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
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All Journal Journal of Deep Learning
Khoirul Anwar
Faculty of Teacher Training and Education, Universitas Muhammadiyah Gresik
Education Languange, Linguistic, Communication & Media Social Sciences

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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 Azmi Khusnani Fajar Riza Ul Haq Harun Joko Prayitno Indri Indri Nela Rosita Suyanto Suyanto