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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. 4 No. 10 (2025): SEPTEMBER
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 Aida Fitria Alisa Qutrunnada Anung B Ariwibowo Arum Rizqi Aprilia Azza Aulia Binti Solihah Dedy Sugiarto Dimmas Mulya Dinarti El Syam, Robingun Suyud Elvina Tri Astuti Ezuan Habib Fatiatun Gatot Budi Santoso Hamka Hidayatu Munawaroh Iham Maskur Indriyani Indriyani Irfan Syarif Nur Hidayat Jemy Lorasponelsar Khusniatul Khuluqi M. Azam Yasir Muchotob Hamzah Mufti Miftahul Khoir Muhammad Aflah Nurhuda Mukhamad Alfi Muti Kurniati Nafisa Salma Afa Nur Farchatun Nurul Mubin Parjuangan Panggabean pengelola, pengelola Putu Gde Ariastita Ratna Shofiati Rianti Dewi Sulamet-Ariobimo Risye Noviandina Salis Irvan Fuadi Sayyid Ahmad Haqqin Nazil Sayyidah Bidayatul Shabrina Khalina Silvi Nur Khasanah Siti Lailiyah Sofwan Chanan Syahira Suci Syandra Sari Teddy Siswanto Waisatul Kurnia