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All Journal International Conference on Education for All Journal of Deep Learning
Eko Purnomo
Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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The Utilization of Audiovisual Learning Media in Enhancing the Learning Interest of SB Kepong Children Nur Maratun Solihah; Indriwati Wahyuni; Niken Cahya Mamonto; Eko Purnomo
International Conference on Education for All Vol. 1, No. 1, April 2023
Publisher : Asosiasi Lembaga Pendidikan Tenaga Kependidikan Peguruan Tinggi Muhammadiyah dan Aisyiyah

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Abstract

Education is a crucial aspect worldwide, including in Indonesia. The country is making significant efforts to enhance the quality of education for its citizens, including those living abroad. One notable example is Sanggar Belajar Kepong, established a year ago by the Special Branch of Muhammadiyah Malaysia (PCIM). Located in Kepong, Kuala Lumpur, Malaysia, this center aims to nurture the potential and intelligence of young Indonesians living abroad. To achieve this goal, innovation is key, and the center strives to make learning engaging and enjoyable for its students. One effective method used is incorporating audiovisual technology as an educational tool. Through the Community Service Program (KKN-KI) at SB Kepong, this method has been successfully implemented, resulting in a positive impact on SB Kepong students, who have become more enthusiastic and interested in learning.
Development of Student Communication Culture Thorough Internalization of Character Education Nurbaya Nurbaya; Sri Rejeki; Muhammad Nizar; Masreza Parahadi; Piscolia Dynamurti Wintoro; Harun Joko Prayitno; Eko Purnomo
International Conference on Education for All Vol. 1, No. 2, June 2023
Publisher : Asosiasi Lembaga Pendidikan Tenaga Kependidikan Peguruan Tinggi Muhammadiyah dan Aisyiyah

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The purpose of this research is to develop a culture of communication for students through the internalization of character education at the Sungai Buloh Guidance Studio, Kuala Lumpur, Malaysia. The method used in this study, is to use the implementation method. Inductive and objective. The purpose of being inductive here is to draw conclusions directly about the conditions that occur to students in the Sunggai Buloh Guidance Studio. The research subjects were students of the Sungai Buloh guidance center class II, III AND VI. Methods of data collection through observation, documentation, and interviews. Data analysis uses descriptive analysis. In learning at the Sungai Buloh Guidance Studio a culture of communication is developed through the introduction of symbols and symbols of the country. Students are asked to create government structures for Indonesia and Malaysia. Students are introduced to the basics of the state through discussions and portfolios. Based on these activities students recognize the differences in symbols and symbols of the state, respect the symbols and symbols of the state, understand the differences in government structures.
Implementation of Deep Learning in Education: Towards Mindful, Meaningful, and Joyful Learning Experiences Lukie Masayu Andayanie; Muhammad Syahriandi Adhantoro; Eko Purnomo; Ganno Tribuana Kurniaji; Adi Jufriansah
Journal of Deep Learning Vol. 1, No. 1, June 2025
Publisher : Universitas Muhammadiyah Surakarta in Collaboration with Kemdikdasmen RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jdl.v1i1.11157

Abstract

The deep learning approach in education has emerged as a promising pedagogical framework for transforming the learning experience to be more holistic, reflective, and aligned with the needs of the twenty‑first century. This study seeks to conceptually explore how the principles of mindful, meaningful, and joyful learning may be integrated through deep learning–based instructional strategies. The methodology comprises a systematic literature review and a conceptual analysis of pertinent academic publications, research reports, and innovative educational practices. Findings reveal that strategies such as personalized learning, project‑based learning, game‑based learning, and community engagement effectively enhance student engagement, critical thinking skills, and intrinsic motivation. Nonetheless, the implementation of deep learning approaches continues to encounter significant challenges, including educator preparedness, limitations in technological infrastructure, and the misalignment of conventional assessment systems. This article recommends the enactment of progressive policy support, the enhancement of professional capacity among educators, and further empirical research to evaluate the efficacy of deep learning strategies across broader contexts. It is anticipated that these findings will contribute to the advancement of more adaptive, inclusive, and empowering educational policies and practices.
Development of Learning Materials Based on Meaningful Learning as an Effort to Foster Green Behavior in Elementary Schools Bayu Sapto Nugroho; Harun Joko Prayitno; Ratnasari Dyah Utami; Eko Purnomo; Arif Jamali
Journal of Deep Learning Vol. 2, No. 1, June 2026
Publisher : Universitas Muhammadiyah Surakarta in Collaboration with Kemdikdasmen RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jdl.v2i1.11559

Abstract

This study aims to develop a learning device based on meaningful learning as an effort to foster green behavior among elementary school students, specifically at SD Negeri Gumpang 01. The background of this research is rooted in the importance of primary education in instilling environmental awareness and responsible behavior from an early age. The meaningful learning approach was chosen because it allows students to connect new knowledge with their existing experiences or prior knowledge, making the learning process more meaningful and contextual to everyday life. The research method employed is research and development (R&D) using a modified Borg & Gall development model. The development process includes needs analysis, planning, product development, expert validation, revision, and limited trials. Data collection instruments consist of expert validation sheets, student and teacher response questionnaires, as well as observations of learning implementation and student green behavior indicators. The results show that the developed learning devices—consisting of lesson plans (RPP), student worksheets (LKPD), and teaching materials—are highly valid and feasible for classroom use. Furthermore, the implementation of these devices improved students’ understanding of environmental issues and encouraged behavioral changes toward green behavior, such as disposing of waste properly, conserving energy, and caring for school plants. Therefore, learning tools based on meaningful learning have proven effective in supporting the formation of green behavior in elementary school settings. This study recommends the systematic integration of environmental education values into daily teaching and learning activities in primary schools.
Co-Authors Adi Jufriansah Arif Jamali Bayu Sapto Nugroho Ganno Tribuana Kurniaji Harun Joko Prayitno Indriwati Wahyuni Lukie Masayu Andayanie Muhammad Nizar Muhammad Syahriandi Adhantoro Niken Cahya Mamonto Nur Maratun Solihah Nurbaya Nurbaya Parahadi, Masreza Piscolia Dynamurti Wintoro Ratnasari Dyah Utami Sri Rejeki