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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of Classroom Action Research Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Renjana Pendidikan Dasar JAKADARA: JURNAL EKONOMIKA, BISNIS, DAN HUMANIORA TOFEDU: The Future of Education Journal
Darmiany
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Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Implementasi Pendekatan Pembelajaran Mendalam (Deep Learning) dalam Kurikulum Merdeka di SD Negeri 26 Mataram Desinta; Darmiany; Radiusman
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 1 (2026): Februari
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i1.1747

Abstract

This study aims to describe the implementation of the deep learning approach within the Kurikulum Merdeka at SD Negeri 26 Mataram. The research employed a descriptive qualitative approach with a phenomenological design involving two teacher participants, namely a lower-grade teacher and an upper-grade teacher. Data were collected through semi-structured interviews and analyzed using the Miles and Huberman flow model, which includes data reduction, data display, and conclusion drawing/verification. Data validity was ensured through time triangulation. The findings reveal both similarities and differences in the implementation of mindful, meaningful, and joyful learning principles across the stages of lesson planning, implementation, and evaluation. Similarities were found in analyzing students’ learning needs, applying differentiated instruction, connecting learning materials to students’ daily experiences, and providing formative feedback. Differences were identified in pedagogical focus: lower-grade teachers emphasized attention management, the use of concrete learning media, and strengthening basic literacy skills, while upper-grade teachers focused more on developing reflective and analytical thinking skills as well as exploring more complex learning concepts. Challenges in lower grades were related to early literacy skills and short attention spans, whereas in upper grades they were associated with the complexity of lesson planning and time management. Overall, the implementation of deep learning was adapted to the developmental characteristics of students at each grade level.
Co-Authors A Hari Witono Afifah, Adyati Nur Alfina Fibria Arif Widodo Asrin Awal Nur Kholifatur Rosyidah Baiq Anggreni Ihsanda Baiq Niswatul Khair Darmataksiah Desinta Devioni, Ni Putu Eka Satvika Evita Sari Fauzi, Asri Fitri Dwi Lestari Hafizzaturroyani Handika , Ilham Hari Witono Heri Hadi Saputra Husniati I Nyoman Karma I Wayan Karta Ida Ermiana Ilaturizki, Mahni Ilham Handika Indra Zamrud Jannah, Raihul khusnul khotimah Lalu Hamdian Affandi Liana, Idar M. Saprial Widi Anugrah Mansur Hakim Miratunnisah Moh. Irawan Zain Muhammad Erfan, Muhammad Muhammad Sobri Muhammad Tahir Munaenah Apriliani Nikmah Rahmatih, Aisa Nur Annisa Nurhasanah Nurmawanti, Iva Nurnaningsih PUJI LESTARI Putri Januarti, Yunita Putri, Sasmita Abelia Quranita, Wiwin Rachmawati, Retna Radiusman Ramadhani, Zaskya Rida Nur Wahyuni Riska Ade Utari Sintia Nurya Siti Istiningsih Siti Rahmatillah Syazali, Muhammad Titin Astuti Vivi Rachmatul Hidayati Witono, Hari Wiwin Quranita Yudi Ahmad Basri