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All Journal Jurnal Terapan Abdimas Jurnal Penelitian Pembelajaran Fisika JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) Jurnal SOLMA Navigation Physics : Journal of Physics Education Schrodinger : Jurnal Ilmiah Mahasiswa Pendidikan Fisika Kapas: Kumpulan Artikel Pengabdian Masyarakat JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah)
Indica Yona Okyranida, Indica Yona
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Astronomy Education Electrical & Electronics Engineering Energy Physics Social Sciences Other

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Kajian Literatur Strategi Pembelajaran IPAS Berbasis Deep Learning Okyranida, Indica Yona; Bhakti, Yoga Budi
Schrodinger Jurnal Ilmiah Mahasiswa Pendidikan Fisika Vol 4, No 2 (2023): Schrodinger Jurnal Ilmiah Mahasiswa Pendidikan Fisika
Publisher : UNIVERSITAS INDRAPRASTA PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/sch.v4i2.13931

Abstract

Deep learning-based instructional strategies have been increasingly applied in Science and Social Studies (IPAS) education to enhance students' conceptual understanding and critical thinking skills. This study aims to review various IPAS teaching strategies that adopt deep learning principles through a systematic analysis of literature from the past five years. The research method employed is a systematic review of academic sources discussing the implementation of deep learning strategies in IPAS education. The synthesis results indicate that strategies such as Project-Based Learning, Problem-Based Learning, and collaborative learning are highly effective in improving student learning outcomes. Additionally, the integration of digital technology plays a crucial role in supporting the implementation of deep learning-based education. However, several challenges in its application were identified, including limited resources and teacher readiness in designing lessons that facilitate in-depth exploration. Therefore, further development of adaptable implementation models and enhanced teacher competencies are necessary to optimize deep learning-based instructional strategies in IPAS education.
Pelatihan Implementasi Kurikulum Merdeka di SMA Yapemri Depok Purwanti, Popi; Dasmo, Dasmo; Okyranida, Indica Yona; Mayanty, Sri
Kapas: Kumpulan Artikel Pengabdian Masyarakat Vol 3, No 3 (2025)
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/ks.v3i3.3938

Abstract

Kegiatan pengabdian masyarakat ini dilatarbelakangi dari permasalahan mitra meliputi 1) Kurangnya pemahaman semua guru terhadap Kurikulum Merdeka secara konkrit, 2) Butuh lebih informasi dalam mengintegrasikan Kurikulum Merdeka untuk pembelajaran, 3) Membutuhkan pelatihan pembuatan bahan ajar dan media ajar untuk menerapan Kurikulum Merdeka secara Nasional. Guru dan staf di sekolah mungkin belum sepenuhnya memahami konsep, prinsip, dan cara implementasi Kurikulum Merdeka, sehingga diperlukan pelatihan khusus untuk meningkatkan kompetensi yaitu dengan memberikan pelatihan (In House Training) Implementasi Kurikulum Merdeka di SMA Yapemri Depok. Pelatihan Implementasi Kurikulum Merdeka ini diberikan kepada seluruh Guru SMA Yapemri Depok. Kegiatan pelatihan ini dilaksanakan dengan metode ceramah, diskusi dan tanya jawab yang dilakukan secara offline. Hasil akhir kegiatan pengabdian ini menunjukkan bahwa pemahaman Guru SMA Yapemri terhadap kurikulum Merdeka semakin konkrit. Memperluas informasi dalam mengintegrasikan Kurikulum Merdeka untuk pembelajaran. Serta Guru menjadi paham pembuatan bahan ajar dan media ajar untuk menerapan Kurikulum Merdeka secara Nasional.
Pembelajaran Fisika Problem Based Learning (PBL) Menggunakan Metode Eksperimen dan Metode Proyek Ditinjau dari Kemampuan Berpikir Abstrak Siswa Okyranida, Indica Yona
JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) Vol. 1 No. 2 (2017): JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) - November 2017
Publisher : Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/jipfri.v1i2.113

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh dan interaksi penggunaan model Problem Based Learning (PBL), metode eksperimen, metode proyek, kemampuan berpikir abstrak terhadap hasil belajar. Desain penelitian ini adalah eksperimen. Populasi dari penelitian ini adalah siswa SMP Negeri 4 Madiun kelas VIII. Sampel diambil dengan teknik Cluster Random Sampling, sampel terdiri dari 2 kelas yaitu kelas VIII A dan VIII B. Kelas VIII A diberi pembelajaran dengan Problem Based Learning (PBL) menggunakan metode eksperimen, sedangkan VIII B diberi pembelajaran Problem Based Learning (PBL) dengan metode proyek. Data hasil belajar kognitif, kemampuan berpikir abstrak dan kemampuan berpikir kreatif diambil menggunakan instrumen tes, sedangkan data hasil belajar afektif dan psikomotor menggunakan lembar observasi. Data dianalisis menggunakan analisis variansi anava dua jalan dan dilanjutkan dengan uji Compare Means. Hasil penelitian menunjukkan: 1) tidak terdapat pengaruh pembelajaran fisika Problem Based Learning (PBL) menggunakan metode eksperimen dan proyek terhadap hasil belajar; 2) terdapat pengaruh kemampuan berpikir abstrak terhadap hasil belajar kognitif dan psikomotor, namun tidak terdapat pengaruh terhadap hasil belajar afektif; 3) tidak terdapat interaksi pembelajaran fisika Problem Based Learning (PBL) mengunakan metode eksperimen dan proyek dengan kemampuan berpikir abstrak terhadap hasil belajar.
Analisis Persepsi Kebutuhan Guru SMA dalam Mengimplementasikan Model Project Based Learning (PjBL) Terintegrasi Budaya Lokal Dasmo, Dasmo; Okyranida, Indica Yona; Fitrian, Andry; Mulyaningsih, Neng Nenden; Widiyatun, Fita; Astuti, Irnin Agustina Dwi
JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) Vol. 6 No. 2 (2022): November Edition
Publisher : Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/jipfri.v6i2.1757

Abstract

The problem faced by secondary education is the low ability in 3 fields, namely mathematics, science, and literacy. Therefore, it is necessary to innovate a project-based learning (PjBL) model integrated with local culture. The PjBL learning model can collaborate on several abilities of students, namely abilities in the fields of science, mathematics, and literacy simultaneously. Local culture is carried out to raise local wisdom in learning. This study aims to analyze the needs of high school physics teachers in developing an integrated project-based learning (PjBL) model for local culture. The research method used is descriptive qualitative. Research data were collected through interviews and observations. The interview was conducted by a high school physics teacher in the Depok area. From the results of the study, it was obtained that the project-based learning (PjBL) model integrated with local culture needs to be applied in physics learning in high schools in the Depok region. Teachers also need training on the application of the project-based learning (PjBL) model integrated with local culture to improve the quality of physics learning models in schools.
Deep Learning in Physics Education: Exploring the Potential of Mindful, Meaningful, and Joyful for a Better Learning Experience Sumarni, Ria Asep; Okyranida, Indica Yona
Navigation Physics : Journal of Physics Education Vol 7, No 1 (2025): Navigation Physics : Journal of Physics Education Vol. 7 No. 1 Tahun 2025
Publisher : UNIVERSITAS INDRAPRASTA PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/npjpe.v7i1.4215

Abstract

This article explores the synergistic potential of integrating the Deep Learning  approach with the Mindful, Meaningful, and Joyful learning paradigm to enhance physics education. Traditional physics instruction often faces "fundamental barriers" in human learning, leading to a lack of student engagement and a decline in expert-like confidence. Despite efforts to improve teaching methods, significant progress in student learning outcomes remains difficult to achieve. We argue that Deep Learning , with Intelligent Tutoring System (ITS) capabilities in personalization, adaptation, and interactive simulation, can act as a powerful driver to foster mindful, meaningful, and joyful learning experiences in physics. Mindful learning enhances cognitive and emotional well-being, meaningful learning promotes deep understanding and relevance, and joyful learning nurtures intrinsic motivation and creativity.  A comprehensive review of the latest literature (2015-2025) reveals that intelligent Deep Learning -powered tutoring systems, adaptive learning environments, virtual laboratories, personalized feedback mechanisms, and gamification strategies can collectively transform physics pedagogy. This integration encourages increased student engagement, better conceptual understanding, critical thinking, problem-solving skills, and more positive emotional involvement, thereby creating a more effective and sustainable learning journey. It is concluded that the holistic framework integrating Deep Learning with this pedagogical philosophy offers a promising path to address long-standing challenges in physics education. 
Co-Authors Burhanudin Burhanudin Dasmo Dasmo Deden Ibnu Aqil, Deden Ibnu Fita Widiyatun Fitria, Dona Fitrian, Andry Irnin Agustina Dwi Astuti, Irnin Agustina Dwi Mulyaningsih, Neng Nenden Popi Purwanti Prasetya, Rendi Qisthi Maghfiroh Ria Asep Sumarni, Ria Asep Setia Asih, Dwi Aprillia Sri Mayanty Yoga Budi Bhakti