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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Fitri, Elmina
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PENANAMAN NILAI TOLERANSI BERBASIS DEEP LEARNING PADA SISWA SDN 93/III MUKAI PINTU DI ERA KEBERAGAMAN DIGITAL Liantori, Beni; Yatim, Muhammad; Fitri, Elmina
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025 publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.27233

Abstract

This study aims to explore the process of cultivating deep learning-based tolerance values in elementary school students in the context of digital diversity. The phenomenon of intolerance that is increasingly surfacing among children through digital media is an important background in this study. Using a qualitative case study approach, the research was conducted at SDN 93/III Mukai Pintu, Jambi, which has a high level of diversity. Data were collected through semi-structured interviews, participatory observation and documentation with the class teacher, principal and ten students who were actively involved in diversity-based learning. The results of thematic data analysis revealed three main themes in the process of internalizing tolerance values: (1) structured digital diversity experiences through educational visual media, (2) students' personal reflections through visual narratives such as journals and vlogs, and (3) cross-identity collaboration in digital projects that encourage interaction and empathy between students. The findings show that deep learning approach is able to integrate cognitive, affective, and social aspects in contextualized and meaningful character learning. This research makes a theoretical contribution to the development of constructivistic-humanistic approaches in character education, and offers a model of learning practices that are relevant for elementary schools in the digital era. Implications include the need for value-based micro-curriculum integration and technology, as well as teacher training in facilitating reflective and collaborative learning. Future research is recommended to test the replication of this model in different geographical contexts and education levels to broaden its applicability.
MODEL EVALUASI PEMBELAJARAN BERBASIS PROYEK UNTUK PEMBENTUKAN KARAKTER SISWA DI SDN 40/I BAJUBANG LAUT Fitri, Elmina; Yatim, Muhammad; liantori, Beni; Melati, Renda; Nabila, Kholisatun
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01 Maret 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11118

Abstract

Project-Based Learning (PjBL) is a learning model that positions students as the main subjects in the learning process through the completion of contextual, collaborative, and meaningful projects. This model is believed to be effective in developing higher-order thinking skills while simultaneously fostering students’ character development. However, the implementation of PjBL in elementary schools is often not supported by a comprehensive evaluation system, particularly in measuring students’ character formation. This study aims to provide an in-depth description of the project-based learning evaluation model in shaping the character of elementary school students at SDN 40/I Bajubang Laut. This research employed a qualitative approach using a descriptive method. The research subjects included teachers and students at SDN 40/I Bajubang Laut who implemented project-based learning. Data were collected through observation, in-depth interviews, and documentation. Data analysis was conducted through data reduction, data display, and conclusion drawing by applying source and technique triangulation. The results show that the PjBL evaluation model was implemented systematically through four main components, namely process evaluation, product evaluation, attitude (character) evaluation, and learning reflection. The character values developed among students include responsibility, cooperation, discipline, honesty, independence, and creativity. This evaluation model provides a comprehensive overview of students’ character development and supports the implementation of authentic assessment in elementary schools
Co-Authors Amir, Fadila Liantori, Beni Melati, Renda Nabila, Kholisatun Tunnisa, Sulrifka Yatim, Muhammad