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All Journal International Conference on Education for All Indonesian Journal on Learning and Advanced Education (IJOLAE) Journal of Deep Learning
Ratnasari Dyah Utami
Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta
Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Journal : journal of deep learning

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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.
Strategies of Deep Learning to Foster Meaningful and Sustainable Education in the 21st Century Wafa Taqiyya; Ratnasari Dyah Utami; Muh Samsuri; Heri Siswanto
Journal of Deep Learning Vol. 1, No. 2, December 2025
Publisher : Universitas Muhammadiyah Surakarta in Collaboration with Kemdikdasmen RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jdl.v1i2.11609

Abstract

The 21st century demands a transformation of learning paradigms that not only focus on academic outcomes but also emphasize the development of critical thinking, collaboration, creativity, and communication skills. This study aims to identify and formulate applicable and contextual deep learning strategies for 21st-century education, as well as to examine their effectiveness in promoting meaningful and sustainable learning. Employing a qualitative approach through literature review, data were collected from various relevant sources. The findings reveal that deep learning strategies—anchored in the principles of Meaningful Learning, Mindful Learning, and Joyful Learning—enhance the quality of interaction among students, learning materials, and teachers. The developed model consists of four stages: contextual exploration, conceptual elaboration, reflection, and action. These strategies are applicable across educational levels and emphasize students' active engagement in the learning process. The results show that the implementation of deep learning contributes to the development of students’ critical thinking, creativity, and adaptability. Furthermore, these strategies strengthen students’ collaborative and reflective capacities, creating a learning environment that is both enjoyable and relevant. The study concludes that deep learning strategies are not only aligned with the demands of modern education but also have the potential to build an inclusive and sustainable learning system. Their implementation supports improved social, economic, and environmental development while preparing young generations to face global challenges. Thus, deep learning serves as a bridge toward educational transformation centered on 21st-century competencies.
Co-Authors Akhmad Syakir Arif Jamali Bayu Sapto Nugroho Dian Artha Kusumaningtyas Eko Purnomo Elga Dwi Yanti Fadhlan Muchlas Abrori Fitri Nurjanah Harun Joko Prayitno Heri Siswanto Imam Fitri Rahmadi Muh Samsuri Ratih Widyawati Sabbir Ahmed Chowdhury Salistia Rohma Diyanti Sanjida Akter Tanni Sasih Karnita Arafatun Wafa Taqiyya Yudi Yunika Putra Yudi Yunika Putra