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All Journal Pendidikan Matematika LEMMA: Letters Of Mathematics Education Range : Jurnal Pendidikan Matematika JURNAL CERDAS PROKLAMATOR Arus Jurnal Pendidikan Mauriduna : Journal of Islamic studies Edumatica: Jurnal Pendidikan Matematika Prosiding Seminar Nasional Pendidikan Matematika, Universitas Mulawarman JURNAL TUNAS PENDIDIKAN Ardhi: Jurnal Pengabdian dalam Negri
Fazri Zuzano
Universitas Bung Hatta
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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EVALUATION OF DEEP LEARNING IMPLEMENTATION IN STRENGTHENING ELEMENTARY STUDENTS’ CHARACTER EDUCATION IN THE ERA OF ARTIFICIAL INTELLIGENCE AND THE MERDEKA CURRICULUM Enjoni Enjoni; Arlina Yuza; Agus Waldi; Fazri Zuzano
Cerdas Proklamator Vol 14 No 1 (2026): JURNAL CERDAS PROKLAMATOR
Publisher : Study program PGSD FKIP Universitas Bung Hatta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37301/cerdas.v14i1.382

Abstract

This study aims to critically explore the urgency of evaluating the implementation of Deep Learning in strengthening character education for elementary school students in the era of Artificial Intelligence and the Merdeka Curriculum in Indonesia. Using a qualitative approach through literature review analysis, this research examines various international and national scholarly sources related to the concepts of Deep Learning, character education, AI integration in learning, and the implementation of the Merdeka Curriculum in primary education. Data were analyzed using content analysis and critical synthesis techniques to identify conceptual patterns, contributions, and implementation challenges. The findings reveal that Deep Learning has significant potential to strengthen character education through meaningful, reflective, collaborative, and contextual learning aligned with the Pancasila Student Profile framework. The integration of Artificial Intelligence further enhances learning effectiveness through personalization and data-driven analytics; however, its implementation is still constrained by gaps in teachers’ digital literacy, infrastructure limitations, and ethical concerns regarding technology use. This study concludes that the implementation of Deep Learning in elementary schools is still in a transitional phase from conceptual understanding to practical application.
Co-Authors Afizah, Afizah Agus Waldi Alfi Yunita Anna Cesaria Arlina Yuza Astuti, Benita Widya Aulia Mufti, Zaki Benita Widya Astuti Benita Widya Astuti Dahlia Purnama Sari Daswarman Daswarman Dewi Yuliana Fitri Edrizon Edrizon, Edrizon Enjoni Enjoni Hendrizal Hendrizal Ira Asyura Irmayanti Junia Wahyuna Khairudin Khairudin Khairudin Khairudin Khairudin, Khairudin Listy Vermana Listy Vermana Listy Vermana Marjohan , Marjohan Niniwati Niniwati Niniwati Niniwati Niniwati, Niniwati Puspa Amelia Rahma Dani Ilham Rehani Rici Novita Rina Febriana Rita Desfitri Safitri Sholehat Shinta Oktarini Sisca Sukmawati Sofia Edriati Sri Wahyuni Susi Herawati Susi Herawati Syafruddin Syukmanetti Syukmanetti Yulyanti Harisman Yusmanila Yusri Wahyuni