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All Journal Indo-MathEdu Intellectuals Journal Journal of Artificial Intelligence and Digital Business TOFEDU: The Future of Education Journal
Dewi, Anita Candra
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Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Languange, Linguistic, Communication & Media Mathematics Other

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Pengaruh Pembelajaran Mendalam Terhadap Kemampuan Menulis Kreatif di Era Teknologi Digital Azzahra, Andi Nayla; Anggini, Sri; Upairah, Ariqah; Dewi, Anita Candra
Indo-MathEdu Intellectuals Journal Vol. 7 No. 3 (2026): Indo-MathEdu Intellectuals Journal (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v7i3.5475

Abstract

Creative writing skills in the era of digital disruption face challenges in the form of shallow learning and dependence on technology automation. This study aims to analyze the effect of implementing a deep learning approach on enhancing students' creative writing skills and how this strategy can maintain the originality of works amidst the widespread use of digital technology. This study uses a descriptive qualitative method. Data were collected through in-depth interviews with lecturers and students, participatory observation in the learning process, and document analysis of creative writing drafts. Data analysis was conducted qualitatively in stages, including data reduction, data presentation, and drawing conclusions.  Research results indicate that the implementation of deep learning triggers a shift in students' creative processes from superficial writing toward the synthesis of more complex meanings. Digital technology transforms its role from merely a typing aid into a thinking partner that expands the reach of imagination. This approach significantly strengthens the originality and character of students' writing, preventing it from being trapped in the standardization of digital content. The conclusion of this study affirms that deep learning is an effective pedagogical strategy to transform creative writing skills into higher-quality, reflective, and adaptive abilities in response to technological developments.
Students’ Subjective Evaluation: The Relationship between the Implementation of Deep Learning and Improvements in Writing Quality and Motivation Wahyuni, Ayunita; Dahlia, Dahlia; Ramadhani, Inaya Nadita; Dewi, Anita Candra
The Future of Education Journal Vol 5 No 2 (2026): IN PROGRESS
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1770

Abstract

This study is motivated by the differences in students’ writing quality despite being in relatively similar learning environments, which are presumed to be related to the implementation of deep learning. The study aims to explore students’ subjective evaluations of deep learning implementation and to analyze its relationship with improvements in writing quality and writing motivation. The research employed a quantitative method with a descriptive approach. Data were collected through a Likert-scale questionnaire distributed to 50 students at Universitas Negeri Makassar using purposive sampling. Data analysis was conducted using percentage index calculations. The results indicate that the implementation of deep learning falls into a very high category (83.1%), characterized by active student engagement, encouragement of critical thinking, and open discussion spaces. This condition shows a positive correlation with improvements in students’ writing quality (81.3%), particularly in the organization of ideas, coherence, and the use of references. In addition, writing motivation also demonstrates a positive trend (78.3%), especially in openness to revision and the ability to overcome writing difficulties, although aspects such as self-confidence and interest in publication remain relatively lower. Thus, deep learning contributes to improving students’ writing quality and motivation; however, these findings are contextual and do not yet indicate a causal relationship.
Kajian Literatur Tentang Penerapan Pembelajaran Mendalam Dalam Kegiatan Menulis Untuk Meningkatkan Kualitas Tulisan Siswa Selvi, Selvi; Emaliah, Emaliah; Imran, Muthi’ah Fathinah; Dewi, Anita Candra
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 1 (2026): Februari - April
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i1.7977

Abstract

Pembelajaran mendalam menekankan pengembangan kemampuan berpikir kritis, reflektif, dan kreatif sebagai solusi atas rendahnya kualitas tulisan siswa SMA yang selama ini dipengaruhi oleh pendekatan pembelajaran berorientasi produk, penggunaan materi yang abstrak dan kurang relevan, serta keterbatasan kesiapan guru dalam mengelola proses menulis secara komprehensif. Kajian literatur sistematis ini bertujuan untuk menganalisis dan mensintesis berbagai model pembelajaran yang efektif dalam meningkatkan kualitas tulisan siswa. Lima model utama yang dikaji meliputi literasi pra-tulis intensif, sistem kecerdasan buatan (AI) adaptif dengan umpan balik real-time, pembelajaran berbasis konteks autentik, e-modul interaktif untuk pengembangan profesional guru, serta olah alur digital melalui teknik mind mapping. Hasil kajian menunjukkan bahwa masing-masing model memberikan kontribusi signifikan terhadap peningkatan keterampilan menulis siswa, khususnya dalam aspek organisasi ide, koherensi esai, efisiensi proses belajar, kemandirian berpikir, serta kreativitas dalam mengembangkan narasi. Integrasi kelima model tersebut terbukti mampu membentuk ekosistem pembelajaran yang holistik dan berkelanjutan, sehingga menghasilkan tulisan yang lebih analitis, kontekstual, dan orisinal. Temuan ini juga menunjukkan kesesuaian yang kuat dengan prinsip-prinsip dalam Kurikulum Merdeka yang menekankan pembelajaran berbasis kompetensi dan pengembangan karakter. Selain itu, kajian ini menawarkan kerangka kerja praktis yang dapat digunakan oleh guru, siswa, dan peneliti sebagai panduan implementasi pembelajaran mendalam dalam kegiatan menulis. Meskipun demikian, terdapat tantangan utama yang perlu diatasi, terutama terkait kesiapan guru dalam mengadopsi pendekatan baru serta keterbatasan infrastruktur teknologi di berbagai satuan pendidikan.
Co-Authors Alfian Alfian Amalia M, Reski Nining Ananda, Aulia Anggini, Sri Arisda, Nur Azzahra, Andi Nayla Cahyani, Nur Indah Dahlia Dahlia Emaliah, Emaliah Husain, Muhammad Ichzan Imran, Muthi’ah Fathinah Irma Satriani, Irma Irmayanti Irmayanti, Irmayanti Marisa, Auli Inda Melikasari, Melikasari Nirmala Nirmala, Nirmala Nurfausya, Tasya Nurhasana, Nurhasana Putri, Melani Ananda Rahmawati, Laely Ramadani, Safitrah Ramadhani, Inaya Nadita Rasyid, Rahayu Tri Artanti Rikram, Iqra Faturrahman Riska Riska Rizki Herdiani Sakinah Fitri, Sakinah Selvi Selvi Suci Ramadhani, Suci Syahri, Misba Wana Syamsur, Ayu Lestari Upairah, Ariqah Wahyuni, Ayunita Wiyatun, Fatasya