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All Journal Al Ishlah Jurnal Pendidikan DINAMIKA: Jurnal Kajian Pendidikan dan Keislaman Reflektika PEDAGOGIKA re-JIEM (Research Journal of Islamic Education Management) Jurnal PADI (Pengabdian mAsyarakat Dosen Indonesia) Proceeding International Conference on Digital Education and Social Science
Asmoni Asmoni
STKIP PGRI Sumenep
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Implementing Deep Learning STEAM to Improve Students’ 4C Skills Asmoni Asmoni; Kurratul Aini; Mas’odi Mas’odi; Jihat Nurrahman
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8629

Abstract

Developing students' 21st-century competencies—critical thinking, communication, collaboration, and creativity (4C)—remains a significant challenge, especially in remote and resource-limited schools. This study investigates the effectiveness of a Deep Learning STEAM model in improving 4C skills among elementary students. A mixed-methods sequential explanatory design was employed with 21 fourth-grade students at SDN Masalima IV, a remote island school in Sumenep Regency, Indonesia. The intervention integrated Deep Learning principles (meaningful, mindful, joyful learning) into a five-phase STEAM model: Observation, New Idea, Innovation, Creativity, and Society. Data were collected through pre- and post-tests of 4C skills, classroom observations, interviews, and student project documentation. Quantitative data were analyzed using paired-sample t-tests, while qualitative data underwent thematic analysis. Statistical analysis showed a significant increase in students’ 4C scores from a mean of 47.19 to 81.67 (p 0.001), with a large effect size (Cohen’s d = 4.72) and normalized gain (n-gain = 0.75). Thematic findings revealed enhanced student engagement, reasoning, collaboration, and creative output during project-based learning, supported by increased self-confidence and reflective thinking. The Deep Learning STEAM model proved effective in enhancing 4C skills within a low-resource context by aligning cognitive depth with interdisciplinary and experiential learning. It offers a scalable, context-sensitive strategy for implementing 21st-century skills education in remote areas.
Enhancing Assertiveness through Self-Esteem Development: A Study of Indonesian Language Learning in Elementary Schools Doni Nur Hamzah; Syaiful Bahri; Asmoni Asmoni
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.7179

Abstract

Elementary school students often struggle to express their opinions assertively without offending others, indicating weak assertive behavior. This may be influenced by their self-esteem. Understanding this relationship is essential, particularly within the context of Indonesian language learning, where communication skills are central. This study employed a quantitative, correlational design to examine the relationship between self-esteem and assertive behavior among elementary students. A total of 30 fourth-grade students from a randomly selected elementary school in Sumenep Regency participated. Data were gathered using two questionnaires measuring self-esteem and assertive behavior, both utilizing a four-point Likert scale. The data were analyzed through linearity tests and simple linear regression. Findings revealed a positive, albeit statistically insignificant, relationship between self-esteem and assertive behavior (R² = 0.100; Sig. = 0.100). Self-esteem accounted for only 10% of the variance in assertive behavior. Despite the limited statistical significance, the trend aligns with theoretical assumptions that higher self-esteem may promote more assertive communication. While self-esteem appears to influence assertive behavior, it is not the sole contributing factor. The findings suggest that Indonesian language instruction has the potential to support affective development, but more comprehensive strategies are needed. Future research should explore additional variables and include larger, more diverse samples using a multivariate approach.
Co-Authors Abdul Wahab Ali Nurhadi Doni Nur Hamzah Dwi Retnani Srinawati Fathurrahman Hasbiyallah Idris Hodairiyah, Hodairiyah iwan kuswandi Kurratul Aini Lailatul Musyarofah M. Ridwan Mas’odi Mas’odi Miftahus Surur Moh. Wardi Muhammad Misbahudholam AR Nurrahman, Jihat Shohenuddin Shohenuddin Siti Aisyah Syaiful Bahri