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Ahmad Zuhdi
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DEEP LEARNING IMPLEMENTATION IN ELEMENTARY SCHOOLS: ENHANCING CRITICAL THINKING AND MEANINGFUL LEARNING THROUGH CONTEXTUAL PEDAGOGY Parjuangan Panggabean; Dinarti; Ahmad Zuhdi; Hamka
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 5 No. 1 (2025): DECEMBER
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijset.v5i1.1356

Abstract

Elementary education in Indonesia remains predominantly characterized by rote learning and teacher-centered practices, which constrain students’ critical thinking and meaningful engagement. This participatory action research investigated the implementation of deep learning pedagogy in a rural elementary school (SD Negeri 019 Bonan Dolok, Mandailing Natal, Sept–Oct 2025), involving 50 teachers, 75 students (grades 3–5), and three university researchers through six collaborative cycles. Multiple qualitative instruments—observations, reflective journals, interviews, and artifact analyses—were employed to capture pedagogical and behavioral transformations. Findings indicate a progressive shift from transmissive to inquiry-oriented teaching. Teachers increasingly used open-ended questioning, extended wait time, and authentic local contexts. Students demonstrated higher participation, analytical reasoning, and collaboration, although progress varied across ability levels. Key challenges included limited instructional time, assessment misalignment, and teachers’ initial discomfort with shared authority. Collaborative reflection and peer learning communities emerged as pivotal for sustaining innovation. Deep learning proved attainable in resource-constrained environments when supported by reflective professional development and school leadership. Theoretically, this study extends deep learning and contextual teaching frameworks into underexplored elementary contexts, identifying reflective collaboration as a critical mechanism for pedagogical transformation. Practically, it proposes a scalable, context-sensitive model for implementing deep learning in rural schools through participatory teacher development, offering actionable guidance for educators and policymakers seeking to foster critical, creative, and collaborative learning.
Co-Authors Abby Hilman Abby Hilman Anung B Ariwibowo Arum Rizqi Aprilia Binti Solihah Dedy Sugiarto Dimmas Mulya Dinarti El Syam, Robingun Suyud Elvina Tri Astuti Fatiatun Gatot Budi Santoso Hamka Hasan Kuncoro Hidayatu Munawaroh Ika Sofia Indriyani Indriyani Irfan Syarif Nur Hidayat Jemy Lorasponelsar Khusniatul Khuluqi M. Nazilul Furkon Muchotob Hamzah Mufti Miftahul Khoir Muhammad Aflah Nurhuda Ngatoillah Linnaja Nilna Zulfatan Nabila Nurul Mubin Parjuangan Panggabean pengelola, pengelola Putu Gde Ariastita Ratna Shofiati Rianti Dewi Sulamet-Ariobimo Risye Noviandina Salis Irvan Fuadi Sayyid Ahmad Haqqin Nazil Shabrina Khalina Silvi Nur Khasanah Siti Lailiyah Sofwan Chanan Syandra Sari Teddy Siswanto Waisatul Kurnia