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All Journal Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Jurnal Teori dan Praksis Pembelajaran IPS Al Ishlah Jurnal Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Inventa Dawuh Guru: Jurnal Pendidikan MI/SD JEID Kanigara
Ria Norfika Yuliandari
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Religion Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Strategi Deep Learning Berbasis Kontekstual untuk Meningkatkan Kecerdasan Praktis dalam Pembelajaran Matematika Yuliandari, Ria Norfika; Nurul Izhan Pepridel Yulanda
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 In Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.28890

Abstract

This study aims to examine contextual-based deep learning strategies for enhancing practical intelligence in mathematics learning. The study was conducted using a literature review method by analyzing various scientific publications related to mathematical foundations, latent context representation, and pedagogical implementation within deep learning-based instructional models. The findings reveal that deep learning possesses a strong mathematical foundation, including linear algebra, calculus, probability theory, and optimization, which are essential in developing intelligent learning models. The innovative representation of latent context contributes to adaptive learning that responds to the dynamic needs of learners. However, several limitations are identified within the pedagogical dimension, such as an imbalance in technology integration, weak application of learner-centered pedagogical principles, and a gap between mathematical models and educational needs that are contextual, personal, and humanistic. This study highlights that the effectiveness of deep learning implementation in education, particularly in mathematics learning, requires an integrative approach that combines the strength of mathematical foundations with pedagogical strategies that are contextual and transformative. The findings contribute significantly to the development of adaptive, reflective, and relevant learning models to address the challenges of 21st-century education.
Development of Student Worksheets Based on Contextual Teaching and Learning Integrated Malang Culture for Elementary School Students Ria Norfika Yuliandari; Maryam Faizah; Husni Mubarok; Dian Mustika Anggraini; Salsabila Salsabila
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.4712

Abstract

This study aimed to develop a student worksheet based on Contextual Teaching and Learning (CTL), integrated with Malang culture, to improve fifth-grade students’ understanding of fractional operations. Incorporating local cultural elements into mathematics instruction is intended to increase student engagement and contextual comprehension. The research employed a Research and Development (RD) design using the ADDIE model, which includes five phases: Analysis, Design, Development, Implementation, and Evaluation. The worksheet was designed around seven CTL components: constructivism, inquiry, questioning, learning community, modeling, reflection, and authentic assessment. Data collection instruments included interviews, expert validation sheets, and student response questionnaires. Descriptive analysis was used to evaluate the validity and practicality of the product. Validation was conducted by four experts in material (84.70%), media (80%), language (93.33%), and teaching practice (97.5%), indicating that the worksheet was “very valid” and suitable for classroom use. Implementation with fifth-grade students showed enhanced engagement and understanding, particularly in solving addition and subtraction of fractions with unlike denominators. The integration of CTL strategies and local cultural content, supported by colorful visuals and contextual examples, created a more interactive and meaningful learning experience. Student feedback and performance gains demonstrated the worksheet's effectiveness in supporting conceptual understanding and increasing motivation. The developed CTL-based worksheet, enriched with Malang cultural context, is valid, feasible, and effective for improving fractional learning in elementary mathematics classrooms.
Co-Authors Anggraini, Dian Mustika Cholis Sa’dijah Dian Mustika Anggraini Dian Mustika Anggraini Fatmawati Fatmawati Husni Mubarok Husni Mubarok Maryam Faizah Nurul Izhan Pepridel Yulanda Purnomo, Purnomo Rahmah, Ulaifia Nur Rizqiyah Safira Salsabila Salsabila Susiswo Wulandari , Ani Zahroo, Fathimatuz