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All Journal Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan Edum Journal Jounal of Education and Teaching (JET) Jurnal Pendidikan dan Pengajaran (JPP) Jurnal Pendidikan Terapan Jurnal Lentera Pengabdian
Lilianti lilianti
Administrasi Pendidikan, Universitas Muhammadiyah Kendari
Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Implementasi Deep Learning dalam Project-Based Play Learning di PAUD Nini Fitriani; Roslani Roslani; Rapena Rapena; Sri Marni; Saharuddin Saharuddin; Lilianti Lilianti
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 10 No. 2 (2026): in Progress
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v10i2.7931

Abstract

Penelitian ini bertujuan menggali implementasi pendekatan pembelajaran mendalam (Deep Learning) melalui project-based play learning (PBPL) pada pendidikan anak usia dini serta memaknai praktik tersebut dari perspektif guru. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui wawancara mendalam, observasi nonpartisipatif, dan dokumentasi terhadap lima guru PAUD di TK Adhyaksa XII Kendari, kemudian dianalisis secara tematik menggunakan model interaktif Miles, Huberman, dan Saldaña. Hasil penelitian menunjukkan bahwa Deep Learning dipahami guru sebagai proses belajar yang bermakna melalui pengalaman langsung, dan PBPL menjadi wahana utama untuk mewujudkannya melalui aktivitas eksplorasi, investigasi, refleksi, dan kolaborasi. Penerapan PBPL mendorong keterlibatan belajar, kreativitas, kepercayaan diri, serta kemampuan sosial anak. Temuan ini memperkaya pemahaman konseptual mengenai penerapan Deep Learning dalam konteks PAUD sekaligus memberikan implikasi praktis bagi guru dan lembaga dalam merancang pembelajaran berpusat pada anak dan mendukung implementasi Kurikulum Merdeka.
Toward a Transformative Circular Pedagogy Model: Teacher Agency and Sustainability Education in Rural Island Schools Marlina Deli; Nasir Nasir; Lilianti Lilianti
Jurnal Pendidikan Terapan Vol 4, No 1 March (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i1.863

Abstract

Background: Sustainability education in marginalized rural–island contexts remains insufficiently theorized, particularly where material scarcity and weak institutional support constrain pedagogical practice. Existing Education for Sustainable Development (ESD) literature predominantly reflects well-resourced settings, offering limited insight into how locally available materials, such as school waste, can be reconfigured as meaningful learning resources. Purpose: This study examines how teacher agency mediates the transformation of school waste into sustainability-oriented learning and develops a context-sensitive model of Transformative Circular Pedagogy. Method: A qualitative multiple-case study was conducted in two public senior high schools in Wakatobi, Indonesia. Data were generated through semi-structured interviews, classroom observations, and document analysis, and analyzed using reflexive thematic analysis supported by NVivo to identify cross-case patterns and construct an integrative model. Findings: The analysis reveals four interrelated processes: (1) waste as epistemic resource, (2) teacher agency as pedagogical driver, (3) experiential learning and student transformation, and (4) institutional fragility and innovation limits. These processes operate within a recursive system in which institutional dynamics continuously reshape material conditions, generating new cycles of pedagogical innovation. Conclusion: This study advances a Transformative Circular Pedagogy Model that reconceptualizes waste as an epistemic catalyst and positions teacher agency as the core mechanism of sustainability learning in resource-constrained contexts. Theoretically, it integrates material, pedagogical, and institutional dimensions into a dynamic circular framework. Practically and at the policy level, the findings highlight the urgency of institutionalizing sustainability education through governance alignment, professional support, and resource provision to ensure long-term scalability and impact.
Co-Authors Abubakar Abubakar Adam Adam Adam Adam Adenisatrawan Adenisatrawan Adenisatrawan, Adenisatrawan Amalia, Wa Ode Sari Amaludin, Roni Arfin Arfin Asman Jaya Asrul Asrul Deluma, Ridwan Endriani, Endriani Halima, Halima Hasmira Said Hasmira Said Hasmiras Said Hasmira Said Herlian Herlian Herliani Herliani Hermanto Hermanto Idhayani, Nurul Juhadira Juhadira Junaidin Junaidin Junawati, Junawati Juwarti Juwarti Kabiba Kabiba Marlina Deli Mujiati Mujiati Mujiati Mujiati Multi Mokodompit Ningsih, Sindi Eka Nini Fitriani Nurlina Nurlina Nurzaima Nurzaima Nurzaima, Nurzaima Puspitasari, Yulinda Rahmawati M Rapena Rapena Rasid, Rasid Razilu, Zila Ririk Ririk Risnajayanti Risnajayanti Rohmiati Rohmiati Roslani Roslani Saharuddin Saharuddin Sitti Salma Sri Marni Syamsuariadi, Syamsuariadi Usman Usman Wa Rosida Yaman La Ndibo Yullyatty Bian Yusril Silfatman