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All Journal Naturalistic : Jurnal Kajian dan Penelitian Pendidikan dan Pembelajaran Al Ishlah Jurnal Pendidikan Palapa: Jurnal Study Keislaman dan Ilmu Pendidikan DWIJA CENDEKIA: Jurnal Riset Pedagogik Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI BERNAS: Jurnal Pengabdian Kepada Masyarakat Southeast Asian Mathematics Education Journal These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan JURNAL EDUPENA Jurnal Pedagogik Pendidikan Dasar Jurnal PRIMED:Primary Education Journal atau Jurnal Ke-SD An Jurnal Cakrawala Pendas PEDADIDAKTIKA: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar JURNAL PENDIDIKAN DAN KEGURUAN Al-Mubtadi : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Hipkin Journal of Educational Research SAP (Susunan Artikel Pendidikan) Jurnal Pendidikan dan Keguruan
Sandi Budi Iriawan
Universitas Pendidikan Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Dentistry Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Neuroscience Nursing Public Health Social Sciences Veterinary Other

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Implementation of the Deep Learning Approach in Elementary School Mathematics Learning Sandi Budi Iriawan; Tatat Hartati; Babang Robandi
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8834

Abstract

Challenges such as limited facilities, insufficient professional training, and resistance to pedagogical innovation hinder the effective implementation of advanced learning approaches in elementary education. This study aims to analyze how the deep learning approach is implemented in mathematics instruction at the elementary school level. A qualitative research design with a case study method was employed. Participants included 29 elementary school teachers—9 from Pagerwangi I Public Elementary School and 20 from Madrasah Ibtidaiyyah Al-Haq, West Java—selected through purposive sampling. Data were collected using an observation instrument designed to assess the implementation of deep learning practices. Data analysis followed the Miles and Huberman model, involving data reduction, presentation, and conclusion drawing. The findings show that the average teacher competency score in implementing the deep learning approach was 78.06%, categorized as "good." The implementation was structured around three key stages: initial, core, and closing activities. Initial activities focused on student readiness, motivation, and contextual connections. Core activities emphasized conceptual understanding, application, and the development of higher-order thinking skills. Closing activities involved reflection, feedback, assessment, and planning for subsequent learning. The study concludes that teachers demonstrated a solid alignment between deep learning principles and instructional practice. However, achieving optimal implementation requires further development of teachers’ conceptual understanding and emotional and social readiness. Enhancing these areas is essential for sustaining meaningful, mindful, and joyful learning experiences in mathematics education at the elementary level. Future professional development programs should address these dimensions to support continued pedagogical transformation.
Analysis of Digital Literacy Profile of Elementary School Students at SDN Jayamekar Padalarang in Technology-Based Learning Rafli, Andi; Iriawan, Sandi Budi
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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Abstract

Digital literacy has become an essential 21st-century skill that students must possess to face the digital era. This study aims to analyze the digital literacy profile of elementary school students in the context of technology-based learning using a descriptive quantitative research design. The research sample consisted of 40 fifth-grade students from SDN Jayamekar, Padalarang District. The instrument used was a closed questionnaire with a Likert scale of 1-4 designed to measure 7 domains of digital literacy based on the UNESCO framework, including: access, manage, understand, integrate, evaluate, create, and communicate. The research results show that students overall digital literacy level reached 73%. Technical-operational domains demonstrated significant dominance with the access domain(access) obtaining the highest percentage of 78.95%, indicating that students already possess good abilities in accessing and operating digital devices. Conversely, creative-productive domains remain less dominant, as evidenced by the create domain (digital content creation) obtaining the lowest percentage of 64.58%, indicating that skills in producing digital content still need improvement. This gap betweentechnical and creative abilities constitutes the main finding of the research, showing that althoughelementary school students are competent in using technology, their ability to create and produce digitalcontent requires more attention in learning. The relevance of this research lies in identifying the gap instudents digital literacy competencies, enabling teachers to create learning processes that encourage digital creativity to comprehensively balance digital literacy competencies in accordance with 21st-century skills demands.
Pengembangan Media Explosion Box Berbasis Pendekatan PBL untuk Meningkatkan Pemahaman Mitigasi Gempa Rivana Al Ghanisa; Sandi Budi Iriawan; Mela Darmayanti
SAP (Susunan Artikel Pendidikan) Vol. 10 No. 2 (2025): SAP
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/sap.v10i2.529

Abstract

This study used the D&D method proposed by Richey and Klein, whereby the media development process included the stages of needs analysis, design, prototype development, implementation, and evaluation. Validation was carried out by three validators, namely subject matter experts, media experts, and learning experts. The validation results showed that the media was very suitable for use, with validation scores of 92.5% (material), 92.86% (media), and 95.56% (learning). A limited trial was conducted with 18 fifth-grade students and showed an increase in their understanding of earthquake mitigation. The students' average score increased from 54.97% on the pre-test to 84.59 on the post-test. The use of the Explosion Box media not only made learning more interesting, but also helped students understand earthquake mitigation material in a contextual and in-depth manner. Earthquake mitigation learning is very important for elementary school students, especially in earthquake-prone areas, so that students can improve their preparedness when an earthquake occurs.
PENGGUNAAN MODEL PEMBELAJARAN KOOPERATIVE TIPE TEAM GAMES TOURNAMET (TGT) UNTUK MENINGKATKAN KOLABORASI SISWA KELAS V DI SDN 134 PANORAMA KOTA BANDUNG Lucia Christin Sembiring; Sandi Budi Iriawan; Enung Nurlaela
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 3 No. 9 (2025): Jurnal Pendidikan dan Keguruan
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

The learning process implemented so far shows a lack of collaboration skills among fifth-grade students, who tend to prefer working on tasks individually. This issue is caused by students' habitual use of smartphones and a lack of interaction with classmates. As a result, there is a lack of collaborative interaction among the students. This study aims to determine the improvement in collaboration among students during group discussions in the Pancasila Education subject in class V A at SDN 134 Panorama using the Team Games Tournament (TGT) cooperative learning model. This research is a Classroom Action Research involving 27 students from class V B during the second semester of the 2023/2024 academic year. The research process consists of two cycles. Data collection was conducted through observation sheets and documentation. The average percentage of student collaboration in group discussions increased from the first cycle (66.05%) to the second cycle (85.21%). Therefore, the study concludes that the use of the Team Games Tournament (TGT) cooperative learning model successfully enhances student collaboration.
Co-Authors Abda Abda Andhin Dyas Fitriani Anjani, Risa Ayu Aprilia Eki Saputri Ari Arasy Magistra Asep Saefudin Asep Saepudin Babang Robandi Dina Mayadiana Suwarma Dwilestari, Suci Ellene Neisha Amara Enengwitri Ginasihan Enung Nurlaela Enung Nurlaela Ershofa Evi Rahmawati Givani Nurhayati Putri Ilyas, Wandy Setiawan Iman Indrayana Ira Rosita Johani, Endang Kurniawan, Haviz Lucia Christin Sembiring Lucia Christin Sembiring Marvika, Billyana Mela Darmayanti Mufliva, Rosiana MUHAMMAD FADHIL BAPADA Munisah, Imas Nana Djumhana Nur Rachmawati, Desi Nurlaela, Enung Pupun Nuryani Rafli, Andi RINA HERYANI Rivana Al Ghanisa Rosiana Muvlifa Safitri, Manda Sendi Fauzi Giwangsa Sofyan, Ade Susanti , Dessy Merisa Syaripudin, Tatang Tamimun Namah, Indah Tatang Herman, Tatang Tatat Hartati Turmudi