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All Journal Mimbar PGSD Undiksha Jurnal Prima Edukasia Profesi Pendidikan Dasar JURNAL PENGABDIAN KEPADA MASYARAKAT Jurnal Penelitian Pendidikan IPA (JPPIPA) Adi Widya : Jurnal Pengabdian Masyarakat Jurnal AUDI Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran JURNAL PENDIDIKAN TAMBUSAI Journal on Education Jurnal Pendidikan dan Konseling Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang Diseminasi : Jurnal Pengabdian kepada Masyarakat Community Development Journal: Jurnal Pengabdian Masyarakat Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Cakrawala Pendas PEDADIDAKTIKA: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar Action Research Journal Indonesia (ARJI) Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat EduInovasi: Journal of Basic Educational Studies EduBase: Journal of Basic Education
Jumanto Jumanto
Department Of Elementary School Teacher Training And Education, Faculty Of Teacher Training And Education, Universitas Slamet Riyadi
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Strengthening elementary school teachers’ competence in the development and implementation of Deep Learning-based instructional materials Jumanto Jumanto; Anggit Grahito Wicaksono; Elinda Rizkasari
Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang Vol. 11 No. 1 (2026): February 2026
Publisher : University of Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/abdimas.v11i1.16695

Abstract

This community service program aimed to strengthen elementary school teachers’ competence in developing and implementing Deep Learning-based instructional materials within the Kurikulum Merdeka framework. The program was conducted at SD Negeri Sidorejo 03, Sukoharjo, involving 35 teachers through workshops, guided practice, mentoring, and evaluation activities. The training focused on helping teachers design contextual and reflective teaching modules that support meaningful learning processes. The results showed improvements in teachers’ understanding and practical skills in preparing deep learning-based instructional materials, reflected in the increase of average scores from 74.13 in the pretest to 91.73 in the posttest. In addition, teachers demonstrated better readiness to apply deep learning principles in classroom instruction and successfully developed teaching modules relevant to students’ learning contexts. Participants also responded positively to the program and considered the training useful in supporting instructional innovation. This program contributed to strengthening teachers’ pedagogical competence and provided a foundation for the sustainable implementation of deep learning practices in elementary schools.
Teachers’ Perceptions of Deep Learning Pedagogy in Indonesian Primary Schools: Evidence from the Wahidin Sudiro Husodo Cluster Elinda Rizkasari; Ema Butsi Prihatsari; Anggit Grahito Wicaksono; Jumanto Jumanto; Hanifah Hanifah
EduBase : Journal of Basic Education Vol. 7 No. 1 (2026): EduBase : Journal of Basic Education
Publisher : LJPI UI Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/edubase.v7i1.3855

Abstract

Deep learning pedagogy has recently been promoted as a strategic response to the evolving demands of Indonesian basic education under the Merdeka Curriculum, which emphasizes student-centered learning, meaningful projects, and the cultivation of 21st-century competencies. Objective: This study investigates primary school teachers’ perceptions of deep learning pedagogy within the Wahidin Sudiro Husodo Cluster, Jumapolo Subdistrict, Karanganyar Regency. Novelty: Implications for developing a teacher training model and future research directions are discussed. Methods: Using a descriptive survey design, data were collected from 30 teachers across eight schools through a structured questionnaire (Likert scale) and complemented by short interviews and documentation review. The survey assessed three major dimensions: conceptual understanding of deep learning, classroom enactment, and school-level readiness for implementation. Results: Findings show that teachers’ conceptual understanding reached a “good” level (M = 3.65 on a 1–4 scale), while classroom enactment was “fairly good” (M = 3.40) and readiness for implementation remained “moderate” (M = 3.25). Qualitative evidence indicates that teachers commonly interpret deep learning as meaningful learning and higher-order thinking, yet some still conflate it with general active learning. Teachers reported constraints related to time allocation, learning media availability, class size, and limited technical training, despite acknowledging the relevance of project-based and problem-based learning for deep learning pedagogy. Conclusions: The study concludes that deep learning pedagogy is viewed positively but requires systemic support through structured professional development, school leadership facilitation, and practical guidance for authentic assessment and reflective learning routines.
Pengaruh Media Pembelajaran Kartu Huruf Terhadap Keterampilan Membaca pada Siswa Kelas I Pembelajaran Bahasa Indonesia di SDN Joglo No. 76 Surakarta Tahun 2025 Hanifah Dwi Yuniarti; Anita Trisiana; Jumanto
EduInovasi:  Journal of Basic Educational Studies Vol. 5 No. 3 (2025): EduInovasi:  Journal of Basic Educational Studies
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/edu.v5i3.9325

Abstract

This study focuses on determining whether the use of letter card learning media has an effect on the reading skills of grade I students in Indonesian language at SD N Joglo No. 76 Surakarta in 2025. This quantitative investigation applied a Quasi-Experimental Design in the form of a Pretest-Posttest Control Group Design. All grade I students at SD N Joglo 76 Surakarta in the 2025 academic year served as the population in this study. The sampling method used was total sampling, with 27 grade IA students as participants. The information gathering process involved observation, documentation, and testing. The analysis of the research data revealed a hypothesis test result with a calculated t-value of 5.104. The t-table value at 26 degrees of freedom (i.e., 27-1) and a significance level of 5% was 2.056. The normality test results showed that the calculated t-value (5.104) exceeded the t-table value (2.056), thus Ha was accepted and Ho was rejected. This research also found a change in the average student interest in learning from 65.07 (at the initial stage) to 81.63 (at the final stage). Therefore, it can be concluded that letter cards as a learning medium impacted the reading skills of first-grade students in Indonesian language learning at SD N Joglo No. 76 Surakarta in 2025.
Deep Learning Approach (Mindful, Joyful, and Meaningful Learning) in Elementary School Science Education: A Systematic Literature Review Anggit Grahito Wicaksono; Jumanto Jumanto; Viera Nur Khalifah
MIMBAR PGSD Undiksha Vol. 14 No. 2 (2026): July-INPRESS
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v14i2.107823

Abstract

Science education in Indonesia faces fundamental challenges, as evidenced by the 2018 PISA results which ranked the country 70th out of 79 nations. This situation indicates the urgent need for innovative pedagogical approaches to overcome the limitations of conventional teaching methods. This study aims to analyze the implementation and impact of integrating the Deep Learning approach comprising Mindful, Joyful, and Meaningful Learning in elementary school science education. The research employed a systematic literature review (SLR) methodology following the PRISMA protocol, analyzing 16 articles published between 2020 and 2025 sourced from Google Scholar, Scopus, ERIC, and SpringerLink databases. The findings reveal that effective implementation follows a sequential and synergistic strategy: Mindful Learning establishes cognitive readiness through mindfulness practices and metacognitive reflection; Joyful Learning enhances emotional engagement through gamification and interactive activities; while Meaningful Learning ensures contextual relevance through problem-based and project-based learning. The impact of this integration is multidimensional in nature, encompassing significant improvements in students' conceptual understanding, strengthening of critical thinking skills, enhancement of learning motivation, and development of socio-emotional competencies including collaboration and self-regulation abilities. The study concludes that the integration of these three approaches creates a transformative and holistic pedagogical framework for revitalizing elementary science education. The general implications of these findings provide a conceptual foundation for developing more meaningful learning practices and serve as a reference for formulating educational policies oriented toward sustainable improvement of science learning quality.
Co-Authors Anggi Cipwati Anggit Grahito Wicaksono Anggit Grahito Wicaksono Anggit Grahito Wicaksono Anggit Grahito Wocaksono Anita Trisiana Anita Trisiana Arum Puspitasari Bertha Wikara Elinda Rizkasari Elinda Rizkasari Ema Butsi Prihastari Ratna Widyaningrum, Ema Butsi Prihastari Ema Butsi Prihatsari Ema Butsi Prihatsari Febri Damayanti Hanifah Dwi Yuniarti Hanifah Hanifah Hera Heru Karmelia Putri Muhammad Faruq Hanafi Mukhlis Mustofa Oka Irmade Rachmwati Salsa Azariai Samini Samini Trio Adi Novit Udin Syaefudin Sa'ud Viera Nur Khalifah Viera Nur Khalifah Wahyu Sopandi Zuhdan Kun Prasetyo