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All Journal Jurnal IPTEK Bagi Masyarakat Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Achmad Fajar Muhammad
Universitas Bosowa
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Physics Public Health Social Sciences Other

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Optimizing the Implementation of Deep Learning in Elementary School Learning at SDN Pampang, Makassar City: Penelitian Burhan Burhan; Nurwidyayanti Nurwidyayanti; Achmad Fajar Muhammad; Andi Agusniati; Rahmat S. Bintang
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 4 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 4 April - Juni
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i4.5866

Abstract

The deep learning approach in education emphasizes the importance of comprehensive conceptual understanding through the active engagement of students in the learning process. This approach is not only oriented toward mastering subject matter but also toward developing critical and reflective thinking skills, as well as the ability to connect knowledge with real-life experiences. However, in practice, the implementation of learning that promotes deep understanding still faces several challenges, such as the dominance of teacher-centered instruction and the limited use of learning strategies that encourage active student participation. This study aims to analyze the optimization of deep learning implementation in the learning process at SDN Pampang, Makassar City. The research employed a qualitative approach using a case study method. The research informants consisted of the school principal, six classroom teachers, and eighteen students from grades IV, V, and VI. Data were collected through observation, in-depth interviews, and documentation, and were analyzed using an interactive analysis model consisting of data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The results indicate that the implementation of deep learning at SDN Pampang is carried out through the integration of three main dimensions: meaningful learning, mindful learning, and joyful learning. Teachers connect learning materials with students’ real-life experiences to create more contextual learning. In addition, teachers encourage students to reflect on their learning processes and create an active and enjoyable learning environment. This implementation has been shown to increase student engagement in the learning process and help them understand concepts more deeply. Therefore, optimizing deep learning can be an effective strategy for improving the quality of learning in elementary schools.
Sentence-Writing Patterns and Linguistic Challenges among Indonesian Primary EFL Learners Muh. Al Fachrizah Fitra; Achmad Fajar Muhammad; Sultan Baa; Ulvah Sari
Jurnal IPTEK Bagi Masyarakat Vol 6 No 1 (2026)
Publisher : Ali Institute of Research and Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55537/j-ibm.v6i1.1739

Abstract

Sentence writing provides insight into young EFL learners’ developing control of grammar, vocabulary, syntax, and writing conventions. This study investigated recurring sentence-writing patterns and linguistic challenges among Grade Six EFL learners in one Indonesian primary school. Using a qualitative descriptive document-analysis design, 28 students each produced five sentences through a picture-based task, yielding 140 sentence units. Data were analyzed through sentence-level qualitative content coding supported by descriptive frequencies and percentages. The findings showed that 36.4% of the sentences were complete without major structural problems, while 50.0% were complete but problematic. Non-standard or unidentifiable constructions accounted for 37.1% of the data, whereas S+V+C was the most frequent recognizable pattern at 33.6%. Recurrent challenges included vocabulary choice, word order, verb form and use, article or determiner use, capitalization, and subject–verb agreement. These context-specific findings may help primary-school English teachers identify sentence-level areas requiring instructional attention. However, the findings are limited to one class, one school, and one picture-based task.
Co-Authors Andi Agusniati Bintang, Rahmat S. Burhan Burhan Muh. Al Fachrizah Fitra Nurwidyayanti Nurwidyayanti Sultan Baa Ulvah Sari